Literaturnachweis - Detailanzeige
Autor/in | Swart, Inette |
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Titel | Benefits of Music Education to Previously Disadvantaged South African Learners: Perspectives of Music Teachers in the Greater Tshwane Metropolis |
Quelle | In: International Journal of Music Education, 38 (2020) 1, S.52-65 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0255-7614 |
DOI | 10.1177/0255761419868151 |
Schlagwörter | Foreign Countries; Music Education; Access to Education; Disadvantaged Youth; Teacher Attitudes; Music Teachers; Social Change; Student Empowerment; Program Effectiveness; At Risk Students; Social Influences; Role Models; Teacher Student Relationship; Career Development; Student Attitudes; Sustainability; Educational Finance; Higher Education; Musical Instruments; Music Theory; Teaching Methods; Barriers; Elementary Secondary Education; South Africa Ausland; Musikerziehung; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Lehrerverhalten; Music; Teacher; Teachers; Musiklehrer; Sozialer Wandel; Studienberechtigung; Sozialer Einfluss; Identifikationsfigur; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufsentwicklung; Schülerverhalten; Nachhaltigkeit; Bildungsfonds; Hochschulbildung; Hochschulsystem; Hochschulwesen; Musikinstrument; Musiktheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | This article focuses on the role of access to music education as an agent of social change and as an important way of empowering previously disadvantaged learners, putting this forward as an argument against the proposed downscaling of music in schools as advocated by the government. This narrative inquiry shed light on the perceptions of participating teachers associated with various music programs in the same larger geographical area on the benefits of music education to learners, including instilling discipline and a sense of purpose, general academic improvement, opportunities for social connection, creating opportunities for income generation and future employment, providing role models for children who often came from broken families, and safety and keeping children off the streets, to name but a few. Innovations necessitated by resource allocation constraints are perceived by participating teachers to include sharing a limited number of instruments, teaching in groups, converting general facilities into teaching venues and finding creative ways of teaching theory. The sustainability of these programs is perceived by participating teachers to depend on feeder programs, former students qualifying as teachers, and support and donations from one or more outside sources. It is argued that it is necessary to heed the voices of previously disadvantaged people who are now benefiting from improved access to opportunities and to listen to their opinions about the advantages of music education. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |