Music Research in a South African Higher Education Institution

G. Walker
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引用次数: 1

Abstract

The recent South African student movements calling for ‘decolonized’ university curricula and campuses are the most audible and visible symptoms of the failure to transform the country’s higher education system since the democratic dispensation of the early 1990s. Specifically focusing on the role of music scholarship, practice, and departments within South Africa’s higher education institutions, this paper discusses the implementation of socially aware and critically engaged music research in a historically white university. It does so through the lens of a new institute for music practice and research that is committed to challenging the prevailing Eurocentric cultural hierarchy within its host institution, encourages meaningful interaction with the South African arts, and is informed by decolonial thought. The author writes from the perspective of a researcher who has been intimately involved in the direction and governance of the newly opened institute, and has witnessed the various institutional frustrations and barriers that have obstructed the institute’s progress. The paper concludes that the transformation of embedded institutional cultures of exclusion depends on transforming institutional structures in which academic disciplines are practiced. Research institutes could be pivotal in effecting such change.
南非高等教育机构的音乐研究
最近南非学生运动呼吁“非殖民化”的大学课程和校园,这是自20世纪90年代初民主分配以来未能改变该国高等教育体系的最明显和最明显的症状。本文特别关注南非高等教育机构中音乐学术、实践和部门的作用,讨论了在一所历史悠久的白人大学中实施社会意识和批判性参与的音乐研究。它通过一个新的音乐实践和研究机构的视角来实现这一目标,该机构致力于挑战其主办机构内盛行的以欧洲为中心的文化等级制度,鼓励与南非艺术有意义的互动,并以非殖民化思想为基础。作者从一个密切参与新成立的研究所的方向和治理的研究人员的角度写作,并目睹了阻碍研究所发展的各种制度挫折和障碍。本文的结论是,排他性制度文化的转型取决于学科实践的制度结构的转型。研究机构可能在实现这种变化方面发挥关键作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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8
审稿时长
28 weeks
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