Show simple item record

dc.contributor.authorMalito, Bryan Franken_US
dc.date.accessioned2015-12-08T19:33:49Z
dc.date.available2015-12-08T19:33:49Z
dc.date.issued2014
dc.date.submitted2014
dc.identifier.other(ALMA)contemp
dc.identifier.urihttps://hdl.handle.net/2144/13610
dc.descriptionThesis (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.en_US
dc.description.abstractThis 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.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.titleUnderstanding the phenomenon of critical transformation within multicultural music classes as informed by the principles of critical pedagogyen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameDoctor of Musical Artsen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineMusic Educationen_US
etd.degree.grantorBoston Universityen_US


This item appears in the following Collection(s)

Show simple item record