Understanding the phenomenon of critical transformation within multicultural music classes as informed by the principles of critical pedagogy

Abstract

This study focused on the socio-transformative qualities of pedagogy and the development of a critical consciousness in multicultural music education. Specifically, it examined the extent to which the principles of critical pedagogy resided within the teaching practices of immigrant world music instructors as well as the extent to which their musical praxis promoted the development of a critical conscience for students participating in world music ensemble classes. A university world music program in Ontario provided the setting, and the methodological approach for this study employed a grounded theory approach, underpinned by the theoretical framework of critical pedagogy. Observed through these lenses, world music ensemble classes presented a critical pedagogy in action. Liberated from traditional teaching practices, non-resident Canadian citizen music instructors were reborn as critical educators, allowing their students to develop into critical thinkers. Data coding from documents, journals, video recordings, structured interviews, semi-structured interviews, questionnaires, and observation constructed a grounded theory matrix. From this matrix, it became possible to develop a mid-ranged theory and theoretical framework for a critical multicultural music education. This theory elicited recommendations for implementing multicultural music education in Ontario schools and provided topics for further discussion ofthe value of critical pedagogy in music education.