Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education

Abstract

To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators’ conceptions of culturally responsive education, which we unite with Barnett and Hodson’s concept of pedagogical context knowledge and theories of andragogy and heutagogy into one comprehensive framework. We describe each facet of the model and provide suggestions for its use in both research and practice.