Elementary Music Educators’ Use of Folk Songs With Racist Origins and Anti-Racist Pedagogical Practices

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ian Cicco
{"title":"Elementary Music Educators’ Use of Folk Songs With Racist Origins and Anti-Racist Pedagogical Practices","authors":"Ian Cicco","doi":"10.1177/00224294231172983","DOIUrl":null,"url":null,"abstract":"The purpose of this survey study was to investigate the self-reported practices of P–6 elementary general music teachers ( N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P–6 elementary general music teachers’ familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, “Jingle Bells” was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants’ responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants’ American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224294231172983","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The purpose of this survey study was to investigate the self-reported practices of P–6 elementary general music teachers ( N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P–6 elementary general music teachers’ familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, “Jingle Bells” was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants’ responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants’ American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed.
小学音乐教育者对种族主义民歌的运用与反种族主义教学实践
摘要本调查研究的目的是调查P-6小学普通音乐教师(N = 275)的自我报告实践,关于他们对种族主义起源的美国民歌的体验。第二个目的是检查P-6小学普通音乐教师对反种族主义教学实践的熟悉程度和将其纳入教学。数据是通过在线问卷收集的。在19首有种族主义起源的民歌中,《铃儿响叮当》是大多数参与者(67.6%)继续教授的歌曲,也是唯一一首50%或更多参与者继续教授的歌曲。我将参与者关于他们为什么停止教授这19首歌的回答分类如下:(a)种族主义/吟唱和(b)起源/历史。此外,参与者的带有种族主义根源的美国民歌被归类为教学和计划。音乐享受/实用和关于种族主义/吟唱的教学是教学的子类别,而移除/替换和通过研究学习是计划的子类别。在反种族歧视的教学实践方面,76.6%的参与者同意教师应该以尊重的方式教授代表不同种族和民族的歌曲,即使他们不同意教师应该用民歌来挑战种族、特权、平等和种族/民族不公正。讨论了未来研究的意义和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.40
自引率
7.10%
发文量
20
期刊介绍: The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信