Date of Award
Spring 2020
Document Type
Open Access Dissertation
Department
Educational Leadership and Policies
First Advisor
Rhonda Jeffries
Abstract
In this study, Critical Race Theory is used to examine the current curriculum that preservice music teachers are taught, and are consequently teaching K-12 students, in an effort to illustrate the need for Culturally Relevant Pedagogy. Documents such as the S.C. All-State Choral rubric, as well as a list of required courses for future music educators at a local university, are studied to show the overwhelming European influence on the curriculum that is being taught in music classes daily across the state, and demonstrate the lack of cultural relevance to the African American students in those classes. Culturally Relevant Pedagogy is presented as a way to engage the African American students in these classes and bridge the opportunity gap that the current curriculum fosters.
Rights
© 2020, Felicia Denise Denise Myers Bulgozdy
Recommended Citation
Bulgozdy, F. D.(2020). The Cultural Relevance of Music Education as it relates to African American Students in South Carolina. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5849