Decolonizing the Music Curriculum at the University of Salford (First Tranche) - 300 Word Statement

Brissenden, Philip

Abstract

Context for inclusion in this collection: this introduction is a reproduction of the 300 word statement which is a requirement for collections.

This collection is an exploration of the multi-facetted issue of decolonization of the music curriculum. It evidences my own journey – curriculum material that I developed in response to my own music education and presents in-depth interview with distinguished alumni from the University of Salford who have innovated in response to these developments, or within the sphere of decolonization, entirely independently.

Five interviews are included in this, the first tranche of the study, five more are in the process of exchanging transcripts and ten more interviews are planned for the second tranche collection. This collection can also be viewed as a companion to a chapter within the forthcoming book, Innovations in Teaching, Learning and Assessment in Higher Education: Contemporary Global Perspectives, (Emerald Publishing). The chapter, entitled Balance within the Music Curriculum; Enculturation, Decolonisation, Hybridisation and Innovation is presented under strand Five: Contemporary Issues and Perspectives in Higher Education, which lists decolonization, language and intercultural competence amongst its themes, and it presents the findings and a thematic analysis of the interviews undertaken within the identified participants and the currently completed interviews.

Citation

Brissenden, P. (2024). Decolonizing the Music Curriculum at the University of Salford (First Tranche) - 300 Word Statement

• Other Type: Other
• Online Publication Date: Nov 11, 2024
• Publication Date: Nov 11, 2024
• Deposit Date: Nov 21, 2024
• DOI: https://doi.org/10.17866/rd.salford.21774788.v1