Sociocultural perspectives on multicultural music education: reappraising the content of music curricula in Ireland

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper discusses sociocultural perspectives on multicultural music education.

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26 p.

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Moore, Gwen July 2009.

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This paper is part of the collection entitled: International Symposium on the Sociology of Music Education (ISSME) and was provided by the UNT College of Music to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 113 times. More information about this paper can be viewed below.

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The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper discusses sociocultural perspectives on multicultural music education.

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26 p.

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Abstract: Changing social demographics in all parts of the world have brought about the need for changes in curriculum content in education and by extension, music education. In this paper I discuss sociocultural perspectives on multicultural music education with particular reference to a) tolerance and understanding, and b) multicultural awareness and open-mindedness as rationales for multicultural music education. Current provision for multicultural music education in second level curriculum documents and highlights from the Music Education National Debate (2004) is discussed in the light of recent sociocultural changes in Irish society. Findings from a survey and focus group discussion point to sociocultural rationale for multicultural music education in Ireland. Moreover, data from second level music teachers’ experiences and attitudes of their training and music education practice suggest that content at both second and in higher music education in Ireland is due for reappraisal. To conclude, I propose Campbell’s Concentric Circles Model (1996) as a way forward for music education practice in Ireland.

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  • International Symposium on the Sociology of Music Education, July 5-9, 2009. Limerick, Ireland.

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  • Publication Title: Proceedings of the Sixth International Symposium on the Sociology of Music Education

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International Symposium on the Sociology of Music Education (ISSME)

This biennial symposium draws together music education academics from around the world to discuss issues, practices, and perspectives focusing on connecting music learning and other music experiences with the lives, values, identities, and communities of those involved. Included in the collection are papers from the symposium.

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  • July 2009

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  • Nov. 28, 2018, 5:21 p.m.

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  • Feb. 13, 2019, 3:32 p.m.

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Moore, Gwen. Sociocultural perspectives on multicultural music education: reappraising the content of music curricula in Ireland, paper, July 2009; Dublin, Ireland. (https://digital.library.unt.edu/ark:/67531/metadc1390609/: accessed May 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Music.

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