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Music education and/in rural social space: making space for musical diversity beyond the city

Citation

Corbett, M, Music education and/in rural social space: making space for musical diversity beyond the city, Action, Criticism & Theory for Music Education, 15, (4) pp. 12-29. ISSN 1545-4517 (2016) [Refereed Article]


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Copyright Statement

Copyright 2016 The Author

DOI: doi:10.22176/act15.4.12

Abstract

In this paper I argue that there are established vernacular music traditions in rural communities that can be productively integrated into a hybrid music education curriculum. I draw on my own informal education in folk music, which bore an ambivalent relationship to the kind of formal music education on offer in my youth. I argue that music education can and should draw on vernacular, hybrid, and improvisational rural musical traditions and practices. Such integration creates generative space for the entanglement of experience and schooling. Basil Bernstein called horizontal discourses reflecting everyday knowledge forms (little "m" music), and the vertical discourses that have dominated much secondary music education (big M" music). This way of thinking about curriculum holds potential for building productive bridges and translations that respects living musical knowledge and invites authentic rural community engagement as well as complex understandings of music and rural social space.

Item Details

Item Type:Refereed Article
Keywords:music education, rural education, identity, place, folk music, curriculum, experience, community
Research Division:Education
Research Group:Education Systems
Research Field:Continuing and Community Education
Objective Division:Expanding Knowledge
Objective Group:Expanding Knowledge
Objective Field:Expanding Knowledge in Education
Author:Corbett, M (Professor Michael Corbett)
ID Code:111500
Year Published:2016
Deposited By:Education
Deposited On:2016-09-16
Last Modified:2017-06-08
Downloads:0

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