Critical Perspectives on Values Education in China’s School Music Education in a Changing Society: A Study of Beijing in the Global Age

Wai Chung HO*

*Corresponding author for this work

Research output: Chapter in book/report/conference proceedingChapterpeer-review

Abstract

With reference to the transforming society in Beijing, this chapter will investigate to what extent primary and secondary school music teachers view values education in respect to musical and non-musical learning as a reflection of China’s sociopolitical ideologies and as part of school education and school music education and how they interpret and incorporate musical knowledge and other values of multiculturalism and nationalism that are transmitted in the school music curriculum. This chapter will conclude with a clear view of China’s school music education as complex and contradictory, as well as the mutually constitutive relationship between multiculturalism and nationalism in the interplay between communist ideology and contemporary values in the global age. There is also the question of how to explore and implement values education that seeks to put Chinese Dream discourse in social, political, and educational contexts in school music education.

Original languageEnglish
Title of host publicationCultural Studies and Transdisciplinarity in Education
PublisherSpringer Nature
Pages195-232
Number of pages38
DOIs
Publication statusPublished - 2018

Publication series

NameCultural Studies and Transdisciplinarity in Education
Volume7
ISSN (Print)2345-7708

Scopus Subject Areas

  • Cultural Studies
  • Education
  • Sociology and Political Science

User-Defined Keywords

  • Communist ideology
  • Contemporary values
  • Global age
  • Multiculturalism
  • Nationalism
  • School music education
  • Values education

Fingerprint

Dive into the research topics of 'Critical Perspectives on Values Education in China’s School Music Education in a Changing Society: A Study of Beijing in the Global Age'. Together they form a unique fingerprint.

Cite this