The sustainability of multicultural music education in Guizhou Province, China

Sustainability has been incorporating multiculturalism in music education (MME) for decades, but the dialogs of MME in China has always focused on school education, neglecting community-based music education. The cultural-political context of this study is in Xijiang, southwest China, where is a Miao-dominated community integrating Miao, Han and other ethnic cultures. This study employed a mixed-method approach with a convergent parallel design that combined a survey with qualitative methods including casual conversation, semi-structured interview, and documentary analysis. Findings revealed that despite the promotion and inheritance of Miao’s music are highly valued, and the interest of minority ethnic communities in engaging in music learning and performance remains considerable, the sustainability of multicultural music education in Xijiang is in question. Problems are attributed to inadequate and unequal educational resources, devaluation of state institutes, shortage of teachers, and high illiterate rate. This article contributes to theorizing on sustainability in multicultural music education within a multicultural background in southwest China, by identifying the stakeholders in the education system and drawing on the empirical evidence on the truly needs of communities. The implications of the study include improvements in the development of multicultural music education.

(Re)organizing the music curriculum as multicultural music education

Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western Art Music is established as the standard of music making and is institutionalized in education systems, national curricula and national assessment practices because it is inherent in ideologies and decision making. To counter the dominant hegemony, multicultural education philosophies have been adopted in democracies. The purpose of multicultural education is to change the dominant hegemony and bring about transformation in policy, attitudes, curriculum, assessment, the language of instruction, and strategies for learning and teaching. In this article, I discuss and compare music curricula from South Africa and Australia to determine how multiculturalism is manifested in the curriculum content for music in schools. I also suggest possible frameworks for curriculum developers in democracies to consider, which would subvert the status quo and establish a counter-hegemony.

Multiculturalism of the modern city as a necessary condition for the modification of music-pedagogical education

The article substantiates the need to integrate pedagogical communities in the context of multiculturalism as a social reality of contemporary urban life. The authors note the unity of the existence of such a phenomenon in the multicultural megacities of the polyethnic world in general, and in Russia and China, in particular. Nevertheless, training future teachers to multicultural music education is usually carried out locally based on the students’ country of residence, which today requires concerted efforts on the part of teachers-musicians of different countries, including Russia and China, of which each has its own view on the solution to this issue and a wealth of experience in the formation and development of students’ respect for different musical cultures within the country, in general, and metropolises, in particular. In this regard, the research aims to study the theoretical justification and testing of technologies for students to master the multicultural component of music education in the Russian Federation and China in the comparative context. To achieve this goal, the authors used theoretical and empirical methods. The scientific novelty of the research is based on a comparative analysis of the methodological foundations, the essence and content of the multicultural component of the music programs of the Russian Federation and China, as well as identification of common and characteristic features of pedagogical approaches, general and specific methods of multicultural education in the Russian Federation and China. The reliability and validity of the research results are proven by relying on the fundamental provisions of science, as well as consideration of the research problem from the standpoint of philosophical, general scientific, and specific scientific analysis.

The Evolution and Multiculturality of the Operetta Genre

"This article present how the musical genre of operetta has evolved from one time period to another, how it has been influenced by the tradition and the folklore of each country, and the kind of imprints it left on the culture that approached it. Starting from the fact that music is the universal language that includes ethnicities, nationalities, and geographical divisions, it is the one that brings together people from all backgrounds and it unites them in appreciation, participation, and education. The advantages derived from the approach of multicultural music education can be illustrated through all these elements - a much wider and interesting openness. Keywords: operetta, multiculturalism, universal language, interdisciplinarity, art."

ДИАЛОГ В ПОЛИКУЛЬТУРНО ОРИЕНТИРОВАННОЙ МУЗЫКАЛЬНОЙ ПОДГОТОВКЕ ДЕТЕЙ В УЧРЕЖДЕНИИ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

Объясняется понятие «поликультурность». Обосновываются необходимость воспитания у подрастающих поколений культуры межнационального общения и значимость в этом процессе диалога и образования. Рассматривается поликультурность в музыкальном образовании как средство воссоздания в содержании всех ценностей музыкальной культуры с целью целостного музыкально-культурного развития и самосовершенствования личности на основе национального и общечеловеческого идеала. Определяются ориентиры педагогической деятельности, направленные на развитие способности и потребности человека в творческом преобразовании окружающего музыкального мира в сочетании эмоционального и интеллектуального. Вводится понятие «национально-общечеловеческие ценностные ориентации», рассматривается их структура. Представлены результаты мониторинга педагогической практики, на основании которого определены проблемы современного поликультурного образования, связанные с процессом формирования у школьников навыков межкультурного сотрудничества и поликультурного диалогового взаимодействия, необходимых для музыкальной деятельности в условиях культурного многообразия России и всего мирового пространства. Рассматривается поликультурное музыкальное образование, определяющее новую область содержания образования школьников в учреждении дополнительного образования. Утверждается, что неотъемлемой частью поликультурного музыкального образования является поликультурно ориентированная музыкальная подготовка. Сделаны выводы о возможности ее реализации в учреждении дополнительного образования в соответствии с разработанными педагогическими условиями. The content of the concept “multiculturalism” has been given. The need to educate the younger generations of a culture of inter-ethnic communication and the importance of education in this process is justified. Multiculturalism in music education is considered as a means to recreate in the content of all values of musical culture with the aim of holistic musical and cultural development and self-improvement of the person on the basis of the national and universal ideal. The guidelines of pedagogical activity aimed at developing the ability and needs of a person in the creative transformation of the surrounding musical world in a combination of emotional and intellectual are defined. The concept of “national-universal value orientations” is introduced, their structure is considered. The results of monitoring of pedagogical practice are presented, on the basis of which problems of modern multicultural education related to the process of formation of intercultural cooperation and multicultural dialogue skills of schoolchildren, necessary for musical activity in conditions of cultural diversity of Russia and the whole world space are determined. Multicultural music education is being considered, which defines a new area of school education in the institution of supplementary education. Multicultural music training is said to be an integral part of multicultural music education. Conclusions have been drawn on the possibility of its implementation in the institution of additional education in accordance with the developed pedagogical conditions. It justifies the need to educate the younger generations of a culture of interethnic communication and the importance of dialogue and education in this process.

The Integration of Multicultural Music Education in College Music Teaching

<p>In recent years, under the background of globalization, multiculturalism achieve further development, the culture concept is based on the multi-ethnic culture and cultural co-existence , to achieve the integration of different kinds of cultures in a harmonious social role. However, there are still many problems in the implementation of multiculturalism in education. Our country is a multi-ethnic country, college education process needs to take account of different ethnic backgrounds, music education is also the case, therefore, aiming at exploring college music education in multicultural music teaching school integration.</p>