The Funnel of Knowledge: The Challenges and Opportunities of Implementing Culturally Diverse Music in Music Education

Abstract

Motivated by the need to create more inclusive and diversified learning opportunities in music education, this thesis explores the perceptions of music educators and policymakers regarding the challenges and opportunities associated with diversifying music education’s repertoire by incorporating culturally diverse music (CDM) into the curriculum. Emphasizing the roles of hard and soft power in influencing change (Abril and Gault 2020), the study examines the importance of CDM, defines the concept, and explores cultural understanding and critical pedagogy in music curriculum design. In particular, the study asks: How do music educators and policymakers perceive the challenges and opportunities of incorporating culturally diverse music into the curriculum? To answer this question, the study implements an international survey targeted at music teachers and arts and music administrators, as well as informal interviews. The study also examines a curriculum example developed by the International Baccalaureate (IB) Foundation, which addresses the balance of hard and soft power in executing a curriculum.

The dataset includes responses from 40 survey participants and 10 interviewees. Survey data reveal perceptions, experiences, and challenges related to incorporating CDM and identify emerging themes and patterns, comparing perspectives across different countries and considering the implications for music education practice and policy. Factors such as educational backgrounds, lived experiences, power dynamics, and cultural contexts are examined.

The research contributes to our understanding of music education by providing insights into the perceptions of music educators and policymakers on CDM and it posits an original funnel of knowledge model that encapsulates lived experiences and explains how experiential backgrounds impact a teacher’s ability to engage in new growth areas.

The study argues that to drive real change in music education, a multifaceted approach is required, including the commitment from policymakers, content creators, and administrators, as well as grassroots engagement from teachers and the development of flexible educational resources. This study offers insights into practical barriers and enablers, informs effective strategies, and promotes cultural diversity and inclusivity in music education.