Bridging Theory, Research, and Practice: Eight Teacher Action Steps Towards Multicultural Music Education

Abstract

Although many of today's music educators embrace the notion of multiculturalism in the music classroom, theoretical support has not yet translated into widespread practice. The purpose of the present article is to provide a bridge between theory, research, and practice in the area of multicultural music education so it can be understood and practiced in more consistent ways. First, the term multicultural music education is clarified through a critical examination of relevant literature related to theoretical foundations, research, and connections to the wider field of multicultural education. Next, the important ideas brought forth through this literature review are synthesized in the form of a proposed conceptual framework for understanding and practicing multicultural music education as curricular content, a process, and an approach. This framework, consisting of eight teacher action steps, illuminates the connections between multicultural music education and the wider multicultural education movement, yet remains firmly grounded in musical learning.