Re-Imagining Curricula in Global Times: A Music Education Perspective

Group Submission Type: Book Launch

Description of Session

Through this book, I examine the role of music education within the larger global education movement. In Chapter 1, I argue music education has unique potential to cultivate the type of positive global dispositions today’s young people (tomorrow’s citizens) will need to “build bridges among themselves” (Greene, 1993, p. 17), and solve difficult problems that cut across traditional geographic borders. In Chapter 2, I summarize a theory from the field of intercultural education (Milton Bennett’s Developmental Model of Intercultural Sensitivity, DMIS) and consider how a construct known as “intercultural sensitivity” can help us understand how global dispositions can be cultivated through educational initiatives. In Chapter 3, I contemplate how the DMIS can also explain some of the deeply engrained systemic tendencies that have thus far prevented the field of music education from fulfilling its unique potential in this area. In Chapter 4, I recommend several developmental changes that might help the field of music education (at the systemic level) move from a mindset characterized by “ethnocentrism” (one’s culture is superior to all others) towards a mindset characterized by “ethnorelativism” (no culture is superior to another). In Chapter 5, I consider how individual educators can recognize and overcome ethnocentric tendencies (in themselves and others), as part of their own journey towards higher levels of intercultural sensitivity. In Chapter 6, I move this conversation to the classroom level, providing concrete ideas for curricular experiences that can promote higher levels of intercultural sensitivity and foster students’ emerging global dispositions. The final chapter (Chapter 7) is an autoethnographic case study that synthesizes the ideas brought forth in this book through a series of personal reflections on my own experiences as a music student, music educator, and aspiring changemaker.

Promotional materials for this book state: “Educators in a variety of disciplines can use the framework provided through this book to craft lessons that will help their adolescent students develop positive global identities as they progress towards higher levels of intercultural sensitivity. The book also offers a framework that can help practicing and pre-service music educators to engage in the type of cultural and musical self-reflection needed to resist deeply engrained hegemonic tendencies. As such, more students have access to an inclusive, flexible, and meaningful musical education. Within the final two chapters, the author proposes - and provides concrete examples of - a new curricular planning strategy for music educators, which synthesizes the information presented in the preceding chapters and provides a concrete vision for (re)imagining music education as global education.”

One of the reviewers for this book notes: “Mellizo brilliantly offers a series of small, developmental steps that can profoundly change current music education systems and practitioners in meaningful ways. Each open-ended strategy is given with historical context, current practice, specific examples, and clear articulation of thoughtful implementation to cultivate student’s emerging global dispositions. With this book, individual music teachers can earnestly guide, and validate, the educational process on their, their students’, and their institutions’ journey towards higher levels of intercultural learning.”

Sub Unit

• Pre-Conference Workshops, Book launches, and Visual Art Exhibits / Book Launch

Chair

• Jennifer Mellizo, Smithsonian Institution

Book Launch Presenter

• Jennifer Mellizo, Smithsonian Institution