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      What does it mean to decolonise the school music curriculum?

      research-article
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            Abstract

            In many ways the school music curriculum has become increasingly diverse since the 1970s. For example, ‘pop’ and ‘world’ musics have been listed in UK curricula and syllabuses with an aim of becoming more inclusive. However, this article argues that such approaches to curriculum as content have confounded social justice in school music, and in particular when perpetuating a prejudicial discourse. To understand this discourse, three ‘distortions’ of the material nature of musical knowledge are explored as potential sources of ongoing student alienation from school music: reification, hegemonic appropriation and the loss of meaning. These distortions are also exemplified through a case study critique of social realism and the UK government’s Model Music Curriculum. By way of conclusion, and as a possible resolution to the distortions, some characteristics of a curriculum as process are proposed that have implications for decolonisation and wider issues of social justice, such as class and gender.

            Author and article information

            Journal
            LRE
            London Review of Education
            Lond. Rev. Educ.
            UCL Press
            1474-8479
            02 March 2022
            : 20
            : 1
            : 7
            Affiliations
            [1 ]Emeritus Reader in Music Education, University of Greenwich, UK
            Author notes
            Author information
            https://orcid.org/0000-0003-3978-4685
            Article
            LRE-20-7
            10.14324/LRE.20.1.07
            d7dfcb90-d50d-496b-9fe8-ba1e2ee871e5
            2022, Chris Philpott.

            This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.20.1.07.

            History
            : 23 June 2021
            : 01 February 2022
            Page count
            Pages: 13
            Categories
            Research article
            Custom metadata
            Philpott, C. (2022) ‘What does it mean to decolonise the school music curriculum?’ London Review of Education, 20 (1), 7. DOI: https://doi.org/10.14324/LRE.20.1.07.

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            dialogic and critical pedagogy,reification,curriculum as content and process,musical meaning,hegemonic appropriation

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