KNOWLEDGE TRANSFER: INDIGENOUS AFRICAN MUSIC IN THE SOUTH AFRICAN MUSIC CURRICULUM
Abstract
- Abstract
- The need for redress in South African education includes calls for the decolonisation of the curriculum. In music education, this could imply a straight forward swap of content, replacing the 'hegemonic' Western classical canon with orally transmitted musical traditions in Africa. However, the picture clouds somewhat when the epistemological framework of the discipline of (Western) music is retained for the 'decolonised' curriculum, as this results in a disjuncture between the practice of African music and the way it is understood on a conceptual level in the curriculum. Drawing on the theories of Basil Bernstein and Karl Maton, this article probes the nature of the knowledge articulated in the South African secondary school, the basis of its specialisation, and its potential to equip students with knowledge that allows boundary crossing.
Description
- Description
- pages: 119-141
Subjects
People & roles
- Author
-
Carver, Mandy
Value Annotations
Origins & context
- Is Part Of
- University of the Witwatersrand
Origins & context
- Title
- KNOWLEDGE TRANSFER: INDIGENOUS AFRICAN MUSIC IN THE SOUTH AFRICAN MUSIC CURRICULUM
- Type
- Text
- Language
- English
- Parent project
- International Library of African Music
- is funded by
-
Rhodes University
- Place of Origin
- South Africa
- Created Date
- November 1, 2017
Rights & access
- License
- CC-BY-NC-SA-4.0
- Access Rights
- Public
Identifiers & sources
- DRE ID
- eaa-99-03aa
- Identifier
-
2199
Value Annotations
Origins & context
- Type
- Publisher, distributor, or vendor stock number
- WissKI URL
- 82348
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