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Higher education music education programmes that prioritize Eurocentric perspectives related to the western classical canon may limit future music educators’ ability to connect students’ in-school and out-of-school music experiences. Growing interest in diverse and inclusive approaches to music education has led to increased attention on the inclusion of popular music pedagogy in music teacher education. Drawing on culturally responsive pedagogies as a theoretical framework, in this review of literature, I examined research related to popular music pedagogy in music teacher education. Researchers suggest that incorporating popular music in music classrooms may connect students’ in-school and out-of-school music experiences, resulting in greater student engagement and promoting lifelong musical involvement. Based on significant findings in this research, music educators might consider reimagining music teacher education programmes to reflect the changing landscape of music education and prepare future music educators with the skills necessary to acknowledge and value the diverse musical experiences and cultural contexts of students.
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References
Publication Date:
https://doi.org/10.1386/jpme_00154_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.