Abstract
This article investigates the possibilities of a vocational pedagogy for undergraduate popular music education which is grounded in site and city. The value of work-integrated curricula in tertiary music environments is well established; however, often absent from such discussions is consideration of how geospatial contexts mediate the opportunities and resources available to universities. In response, we provide a critical comparison of how work-integrated learning (WIL) has been developed in two undergraduate popular music degrees in Australia and Aotearoa/New Zealand. Through comparison, we consider how the geographic locations of both programmes have shaped WIL, as well as identifying the specific economic, cultural and political tensions that emerge.
Original language | English |
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Pages (from-to) | 181-192 |
Number of pages | 12 |
Journal | British Journal of Music Education |
Volume | 37 |
Issue number | 2 |
DOIs | |
Publication status | Published - 1 Jul 2020 |
Scopus Subject Areas
- Education
- Music
User-Defined Keywords
- Aotearoa/New Zealand
- Australia
- popular music
- undergraduate
- work-integrated learning