Meritocracy and the Shifting Boundaries Between Popular and Classical Music in Mainland Chinese Music Education

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Curricular Perspectives in Music Teacher Education

Abstract

This qualitative study investigates how meritocracy shapes the hierarchy between popular, Chinese traditional, and Western classical music in mainland Chinese P-12 music education, a topic underexplored in current literature. Data were collected through semi-structured interviews with 12 music educators from diverse regions, supplemented by teaching plans and textbooks. Data were analyzed inductively using thematic analysis. Findings indicate that meritocratic values, reinforced by societal expectations, cultural norms, and policies, privilege classical and traditional music while relegating popular music largely to appreciation activities. This hierarchy constrains students’ creativity, motivation, and critical thinking. The study highlights the potential of integrating popular music to foster inclusive, culturally responsive pedagogies, offering implications for curriculum reform, teacher professional development, and equity-oriented policy design in music education.

Author

• Chenyu Li, University of Illinois at Urbana-Champaign