音乐教师教育中的文化谦逊:一种善的恶,一种恶的善

Hayley Janes
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引用次数: 5

摘要

音乐教师和教育工作者在努力应对让学生适应多样性、面对不平等和不公正的挑战方面并不孤单。来自多个学科的教育工作者和研究人员面临着类似的挑战,并采取了与文化多样性相关的各种方法来应对。“文化谦逊”的概念就是健康科学的一种方法(Tervalon和Murray-García, 1998年)。我提出并挑战文化谦逊作为一个过程,为音乐教育者思考、工作、互动和生活在文化多样性中做准备。我从个人经历中汲取灵感,用一本批判性的自传体书信体来写我不同自我之间的书信。现有的关于文化谦逊的研究首先分为内省和人际两个维度。然后,我对谦逊的良好声誉提出了具体的问题,并探讨了它对文化谦逊的影响。我认为,文化上的谦逊既不是“好”也不是“坏”,而是在不同的背景下以不同的方式加以运用。
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Cultural Humility in Music Teacher Education: A Virtuous Vice, A Vicious Virtue
Music teacher educators are not alone when grappling with the challenge of preparing students to navigate diversity and confront inequity and injustice. Educators and researchers from multiple disciplines face similar challenges and have responded with various approaches related to cultural multiplicity. The concept of “cultural humility” is one such approach from the health sciences (Tervalon and Murray-García 1998). I both put forward and challenge cultural humility as a process for preparing music educators to think about, work, interact, and live with cultural multiplicity. I draw on personal experiences, using a critical autoethnographic epistolary to write letters between my various selves. Existing research on cultural humility is first organized into intrapersonal and interpersonal dimensions. I then problematize the virtuous reputation of humility specifically and explore its implications for cultural humility. I suggest that cultural humility is neither “good” nor “bad” but is something to be exercised differently in different contexts.
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28 weeks
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