Boston University Libraries OpenBU
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    •   OpenBU
    • Theses & Dissertations
    • Boston University Theses & Dissertations
    • View Item
    •   OpenBU
    • Theses & Dissertations
    • Boston University Theses & Dissertations
    • View Item

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

    Thumbnail
    Date Issued
    2014
    Author(s)
    Malito, Bryan Frank
    Share to FacebookShare to TwitterShare by Email
    Export Citation
    Download to BibTex
    Download to EndNote/RefMan (RIS)
    Metadata
    Show full item record
    Embargoed until:
    Indefinite
    Permanent Link
    https://hdl.handle.net/2144/13610
    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.
    Description
    Thesis (D.M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
    Collections
    • Boston University Theses & Dissertations [6985]


    Boston University
    Contact Us | Send Feedback | Help
     

     

    Browse

    All of OpenBUCommunities & CollectionsIssue DateAuthorsTitlesSubjectsThis CollectionIssue DateAuthorsTitlesSubjects

    Deposit Materials

    LoginNon-BU Registration

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Boston University
    Contact Us | Send Feedback | Help