14
one of which is visual and performing arts. Standard 1.5, Visual and Performing Arts states candidates are to demonstrate knowledge and understanding in the areas of dance, music, theatre, and the visual arts. Teacher preparation institutions around the state have created or modified a music class in response to this standard. Most music courses require some degree of participation in music by elementary teacher candidates. However, completion of a required music course is problematic for some Muslim and Orthodox Jewish female pre-service candidates due to religious restrictions on music participation in mixed-gender settings.
For this research, I conducted a policy implementation analysis through a collective case study to determine what policies public universities would implement when women in the elementary education program voiced objections to participation in required music courses. A feminist critical lens was used in analyzing the data. Nine public universities were selected for participation. Administrators and instructors from the College of Education and music departments participated in interviews or completed surveys during the 2009-2010 school year to determine: (a) if there had been instances of female students voicing objections to participation, (b) what policies were implemented when students voiced objections, and (c) what policies would be implemented should objections be raised in the future. I looked for the ways in which capacity, communication, dispositions, and bureaucratic structures either advanced or curtailed policy implementation in equitable ways for women with religious restrictions. In addition, I analyzed Federal, state, and policies posted on university web sites to determine which policies were best suited to creating open access and equalized educational opportunities for women with religious restrictions.
Two institutions reported instances of Muslim women voicing objections to participation in the required music course. Resolutions were unique to each woman’s situation. Diversity policies, Title IX, and the Title IX 2006 Amendment were identified as the policies most advantageous for creating an equitable education that provided complete instructional benefits for candidates and satisfied state mandates. I conclude with a discussion on the cultural homogenization of the curriculum and offer recommendations for ways in which universities can expand diversity initiatives through single-sex music classes for women.
Terese Volk Tuohey, Wayne State University (retired) Research in Multicultural Music Education: A Meta-Review
In 1998, I proposed a 20-30 year cycle of events as multicultural music education practices were accepted and further developed in the classroom across the 20th century. From 1900-1920 constituted the first cycle, with the additions of more western European folk musics to the Germanic-North European classic tradition already in place at the end of the 19th century. The second cycle, 1920-1950, included African-American spirituals, Eastern European folk musics, Latin American musics and finally American folk musics. 1950-1970 was a period when nothing really new was added to the music curriculum, however, there was a broadening interest in international music education as ISME, founded in 1953, provided opportunities for interactions, communication, and intercultural exchanges.
53
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60