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

journal contribution
posted on 2023-05-18, 22:25 authored by Michael Corbett
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.

History

Publication title

Action, Criticism & Theory for Music Education

Volume

15

Issue

4

Pagination

12-29

ISSN

1545-4517

Department/School

Faculty of Education

Publisher

Southern Illinois University at Edwardsville

Place of publication

USA

Rights statement

Copyright 2016 The Author

Repository Status

  • Restricted

Socio-economic Objectives

Expanding knowledge in education

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