Work-integrated learning in university popular music programmes: Localised approaches to vocational curricula in Melbourne, Australia and Wellington, Aotearoa/New Zealand

Catherine Hoad*, Oli Wilson, Shelley Brunt, Gene SHILL, Ben Howe

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)181-192
Number of pages12
JournalBritish Journal of Music Education
Volume37
Issue number2
DOIs
Publication statusPublished - 1 Jul 2020

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • Aotearoa/New Zealand
  • Australia
  • popular music
  • undergraduate
  • work-integrated learning

Fingerprint

Dive into the research topics of 'Work-integrated learning in university popular music programmes: Localised approaches to vocational curricula in Melbourne, Australia and Wellington, Aotearoa/New Zealand'. Together they form a unique fingerprint.

Cite this