Giving Voice to Africans in Musical Arts Education Discourse
Saved in:
| Title: | Giving Voice to Africans in Musical Arts Education Discourse |
|---|---|
| Language: | English |
| Authors: | Akosua Obuo Addo |
| Source: | Philosophy of Music Education Review. 2025 33(3):129-158. |
| Availability: | Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://iupress.org/journals/pmer/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Foreign Countries, Music Teachers, Music Education, Indigenous Knowledge, Curriculum, Politics of Education, Decolonization, Cultural Differences, Culturally Relevant Education, Colonialism, World History, Educational History, Global Approach |
| Geographic Terms: | Ghana |
| DOI: | 10.2979/pme.00029 |
| ISSN: | 1063-5734 1543-3412 |
| Abstract: | African music educators have been on a journey of indigenization, closing the gap between community arts experiences and school arts. However, although African music educators have advocated for indigenizing the musical arts curriculum, entanglements in western colonial art education models hinder designing a thoughtful indigenous curriculum and silence postcolonial voices in African schooling. My purpose is to analyze Ghana's political moments that have informed the increased interest in African arts expressions in schools. Using Kwasi Wiredu's "conceptual decolonization" notion, I outline how western music education models depart from African worldviews, notions of being, values, and knowledge. I advance three claims to support my argument that indigenizing the Ghanaian musical arts curriculum encourages music educators to embrace the complexity and breadth of African soundscapes, approaches to music-making, and the importance of African voices in arts education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488693 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | African music educators have been on a journey of indigenization, closing the gap between community arts experiences and school arts. However, although African music educators have advocated for indigenizing the musical arts curriculum, entanglements in western colonial art education models hinder designing a thoughtful indigenous curriculum and silence postcolonial voices in African schooling. My purpose is to analyze Ghana's political moments that have informed the increased interest in African arts expressions in schools. Using Kwasi Wiredu's "conceptual decolonization" notion, I outline how western music education models depart from African worldviews, notions of being, values, and knowledge. I advance three claims to support my argument that indigenizing the Ghanaian musical arts curriculum encourages music educators to embrace the complexity and breadth of African soundscapes, approaches to music-making, and the importance of African voices in arts education. |
|---|---|
| ISSN: | 1063-5734 1543-3412 |
| DOI: | 10.2979/pme.00029 |
