My Journey and My Music: Breaking the Hegemony of the Music Classroom in Hong Kong

By Chi Ying Lam¹
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¹ University of Southampton
Source: If Colors Could Be Heard , pp 91-99
Publication Date: November 2025
DOI: https://doi.org/10.1386/9781835951675_12
Language: English
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This chapter challenges the uniformity imposed by the current school music education curriculum in Hong Kong. The system often prioritizes specific institutional standards, deeming them culturally valuable while silencing voices that challenge these norms. It highlights the work of an individual music practitioner who explores and pushes the boundaries of conventional practices, establishing a community of diverse music education approaches in Hong Kong.

Keywords: authentic voice ; colonised music education ; community music ; curriculum ; dialogic and critical practice ; dialogic space ; dissensus ; embrace the risk ; established orthodoxies ; hegemony ; music practitioner ; songwriting ; Western canon

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References

Biesta, G. (2007). The education-socialisation conundrum or “Who is afraid of education?” Utbildning & Demokrati, 16(3), 25–36. https://www.oru.se/globalassets/oru-sv/forskning/forskningsmiljoer/hs/humus/utbildning-och-demokrati/2007/nr-3/gert-biesta---the-education-socialisation-conundrum-or-who-is-afraid-of-education.pdf
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Biesta, G. (2014). Pragmatising the curriculum: Bringing knowledge back into the curriculum conversation, but via pragmatism. Curriculum Journal, 25(1), 29–49.99
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Camlin, D. A. (2015). “This is My Truth, Now Tell Me Yours”: Emphasizing dialogue within participatory music. International Journal of Community Music, 8(3), 233–257.
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Wright, R. (2019). Envisioning real utopias in music education: Prospects, possibilities and impediments. Music Education Research, 21(3), 217–227. https://doi.org/10.1080/14613808.2018.1484439
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References

Biesta, G. (2007). The education-socialisation conundrum or “Who is afraid of education?” Utbildning & Demokrati, 16(3), 25–36. https://www.oru.se/globalassets/oru-sv/forskning/forskningsmiljoer/hs/humus/utbildning-och-demokrati/2007/nr-3/gert-biesta---the-education-socialisation-conundrum-or-who-is-afraid-of-education.pdf
[Google Scholar]
Biesta, G. (2014). Pragmatising the curriculum: Bringing knowledge back into the curriculum conversation, but via pragmatism. Curriculum Journal, 25(1), 29–49.99
[Google Scholar]
Camlin, D. A. (2015). “This is My Truth, Now Tell Me Yours”: Emphasizing dialogue within participatory music. International Journal of Community Music, 8(3), 233–257.
[Google Scholar]
Wright, R. (2019). Envisioning real utopias in music education: Prospects, possibilities and impediments. Music Education Research, 21(3), 217–227. https://doi.org/10.1080/14613808.2018.1484439
[Google Scholar]

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