Hendry, N. (2023) Fitting in and sticking out: An exploratory study of the Whiteness of the school music curriculum and its effects on Global Majority musicians. Journal of Popular Music Education, 7 (1). pp. 25-45. ISSN 2397-6721
Abstract
This exploratory study followed the journeys of eleven Global Majority1 teachers and musicians2 from their early experiences within the UK music education system up to their present professional careers in music. Focus groups with ten students presently engaged in music education offered a current perspective and comparison with adults’ experiences, allowing for reflection on possible trajectories. The research question asked whether a predominantly White, middle-class music curriculum has an effect on the musical behaviours and identity of members of the Global Majority in the United Kingdom. Findings showed that musicians and music teachers had experienced considerable barriers in music education and musical careers, which had an adverse psychological effect, typically recognized later in life.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 Intellect Ltd. This is an author-produced version of a paper subsequently published in Journal of Popular Music Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | anti-racism; Black teachers; diversity; inclusion; mental health; music education; music industry; social justice |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Arts and Humanities (Sheffield) > Department of Music (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 25 Sep 2023 10:19 |
Last Modified: | 16 May 2024 00:13 |
Status: | Published |
Publisher: | Intellect |
Refereed: | Yes |
Identification Number: | 10.1386/jpme_00107_1 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:203625 |