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.

Share

COinS