{"title":"Research-to-Resource: A Tripartite Model of Cultural Humility-Music (TMCH-Music) in Music Education","authors":"Hyesoo Yoo","doi":"10.1177/87551233221132258","DOIUrl":null,"url":null,"abstract":"A Tripartite Model of Cultural Humility-Music (TMCH-Music) includes three tenets, which are essential to forming a humble character: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) mutually beneficial partnerships with communities. In this model, I situate cultural humility as a mindset that necessitates careful consideration relating to educational context, content, and pedagogy in music education. Adopting a humble mindset, music teachers may acknowledge their own biases, stereotyping, and prejudices relating to educational context, content, and pedagogy. A commitment to lifelong introspection through self-reflection and critique may help teachers continue to investigate new ways to redress power imbalances inherent in music education, as well as build their relationships with communities bidirectionally. I describe each dimension of the model and provide suggestions for how music educators may use this humble mindset of TMCH-Music in practice.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"42 1","pages":"5 - 11"},"PeriodicalIF":0.0000,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Update (Music Educators National Conference (U.S.))","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/87551233221132258","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
A Tripartite Model of Cultural Humility-Music (TMCH-Music) includes three tenets, which are essential to forming a humble character: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) mutually beneficial partnerships with communities. In this model, I situate cultural humility as a mindset that necessitates careful consideration relating to educational context, content, and pedagogy in music education. Adopting a humble mindset, music teachers may acknowledge their own biases, stereotyping, and prejudices relating to educational context, content, and pedagogy. A commitment to lifelong introspection through self-reflection and critique may help teachers continue to investigate new ways to redress power imbalances inherent in music education, as well as build their relationships with communities bidirectionally. I describe each dimension of the model and provide suggestions for how music educators may use this humble mindset of TMCH-Music in practice.
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