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dc.contributor.authorBartleet, B.
dc.contributor.authorBennett, Dawn
dc.contributor.authorPower, A.
dc.contributor.authorSunderland, N.
dc.date.accessioned2018-08-08T04:41:26Z
dc.date.available2018-08-08T04:41:26Z
dc.date.created2018-08-08T03:50:40Z
dc.date.issued2018
dc.identifier.citationBartleet, B. and Bennett, D. and Power, A. and Sunderland, N. 2018. Community service learning with first peoples. In: The Oxford Handbook of Community Music, pp. 653-672.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/69539
dc.identifier.doi10.1093/oxfordhb/9780190219505.013.3
dc.description.abstract

© Oxford University Press 2018. All rights reserved. Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

dc.titleCommunity service learning with first peoples
dc.typeBook Chapter
dcterms.source.startPage653
dcterms.source.endPage672
dcterms.source.titleThe Oxford Handbook of Community Music
dcterms.source.isbn9780190219505
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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