Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23578
Title: Addressing dimensions of "The Great Moral Wrong": How inequity in music education is polarizing the academic potential of Australian students
Contributor(s): Brasche, Inga (author)orcid ; Thorn, Benjamin  (author)orcid 
Publication Date: 2018
Open Access: No
DOI: 10.1080/10632913.2016.1201029
Handle Link: https://hdl.handle.net/1959.11/23578
Abstract: The intrinsic and extrinsic benefits of music education incorporate academic, social, emotional, and behavioral spheres. To deny students access to music education essentially locks them out of such benefits, limiting their potential. Music education programs have declined significantly in Australia in the last few decades and access to such programs serves as a reminder of the widening gap of inequality in the Australian school system. The reasons for the decline in music education, both at a preservice and inservice level, and the political landscape which has influenced and undermined the concept of a level playing field in public education are interrelated. Through extensive data analysis, a picture of how and why music education serves as an example of wider issues of access and equity in Australian schools will be demonstrated.
Publication Type: Journal Article
Source of Publication: Arts Education Policy Review, 119(3), p. 124-136
Publisher: Routledge
Place of Publication: United States of America
ISSN: 1063-2913
1940-4395
Field of Research (FOR): 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
130313 Teacher Education and Professional Development of Educators
160809 Sociology of Education
Socio-Economic Outcome Codes: 930399 Curriculum not elsewhere classified
950101 Music
930503 Resourcing of Education and Training Systems
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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