Culturally Responsive Teaching in Music Education presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed to be a supplementary resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Section I and a review of teaching applications in Section II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by:
• Offering theoretical/philosophical frameworks of social justice
• Providing practical examples of transferring theory into practice in music education
• Illustrating culturally responsive pedagogy within the classroom
• Demonstrating the connection of culturally responsive teaching to the school and larger community
Table of Contents:
TABLE OF CONTENTS
PREFACE
Purpose of the Book
Acknowledgements
INTRODUCTION
Why a Book about Culturally Responsive Pedagogy?
Conceptual Framework
Assumptions Informing Our Perspective for this Book
Organization of This Book
PART I: UNDERSTANDING
CHAPTER 1: CULTURE, EDUCATION, AND CULTURALLY RESPONSIVE TEACHING
What is Culture?
Culture and Education
The Development of Culturally Responsive Teaching
The Development of Culturally Responsive Teaching in Music Education
Characteristics of Culturally Responsive Pedagogy
Summary
Questions for Discussion
References
CHAPTER 2: UNDERSTANDING HOW CULTURE INFORMS
THE DEVELOPMENT OF TEACHERS
Who "We" Are
Understanding and Fostering Cultural Competence
Assumptions, Values, and Biases
Understanding Culturally Different Learners
Developing Appropriate Instructional Strategies and Techniques
Why Cultural Competence Matters
A History of Disenfranchisement
Summary
Questions for Discussion
References
CHAPTER 3: UNDERSTANDING HOW CULTURE INFORMS
LEARNERS’ EXPERIENCES IN THE MUSIC CLASSROOM
Child Development and the Integration of Biology and Culture
Cognition and Culture
Knowledge Construction
Aural Learning in Music
Identity
Culture and the Development of Musical Identity (IIM)
Music and the Development of Cultural and Individual Identity (MII)
Gender Identity and Music
Music Preference and Taste
Summary
Questions for Discussion
CHAPTER 4: THE INTERSECTION WHERE TEACHING AND LEARNING MEET
The Classroom Environment
Creating a Supportive Classroom
Culturally Responsive Caring
Understanding Communication Styles
The Value of High Expectations
Learning Communities
The Culture of the School
Family and Community Connections
Politics and the American Educational System
Summary
Questions for Discussion
References
PART II: APPLICATION
CHAPTER 5: APPLICATIONS IN THE CLASSROOM
Culturally Responsive Teaching in Action
Getting to Know Your Students
Vignette
In Their Own Words: Music Teachers’ Perspectives
Strategies for Getting to Know Your Students
Creating a Supportive Classroom Environment
Vignette
In Their Own Words: Music Teachers’ Perspectives
Strategies for Creating an Instructional Environment that Welcomes and Values Diversity
Making Program and Curricular Choices that are Culturally Responsive
Vignette
In Their Own Words: Music Teachers’ Perspectives
Strategies for Acknowledging Ethnic and Cultural Diversity in Music Instruction
Summary
Discussion Questions
References
CHAPTER 6: SCHOOL CULTURE
Culturally Responsive Schools in Action
Re-envisioning School Culture
Vignette
In Their Own Words: Music Teachers’ Perspectives
Engendering Pride in Schools that are Culturally Diverse
Vignette
In Their Own Words: Music Teachers’ Perspectives
Fostering Positive Connections
Vignette
In Their Own Words: Music Teachers’ Perspectives
Summary
Strategies to Foster Positive Change in School Culture
Discussion Questions
References
CHAPTER 7: COMMUNITY
Connecting to the Community
Getting to Know the Community
Vignette
In Their Own Words: Music Teachers’ Perspectives
Drawing Upon Community Expertise
Vignette
In Their Own Words: Teachers' Perspectives
Learning Outside the School Room
Vignette
In Their Own Words: Music Teachers’ Perspectives
Summary
Key Considerations for Building School and Community Partnerships
Discussion Questions
References
CHAPTER 8: A VISION FOR CULTURALLY RESPONSIVE MUSIC EDUCATION
What Music Education Can Be
Why Change is Needed
Disrupting the Self-Perpetuating Cycle
Conclusion
References
INDEX
About the Author :
Vicki R. Lind is an Associate Professor, University of Arkansas Little Rock.
Constance L. McKoy is an Associate Professor and Director of Undergraduate Studies in Music Education, The University of North Carolina at Greensboro.
