Instructional strategies that challenge dominant ...



Title Instructional strategies that challenge dominant pedagogy
Author(s) June Countryman, Leslie Stewart Rose
Journal Canadian Music Educator / Musicien Educateur au Canada
Date 2009
Volume 50
Issue 3
Start page 40
End page 42
Abstract The article presents a curriculum of equity, diversity and social justice in music education practice. A delineation of these terms is offered in order to emphasize and direct attention to the goals represented by these ideas such as an equity-educator is more concerned with who participates and who does not. It also offers prompts to help educators develop spaces that nurture independent music practitioners within a peer-oriented environment.

Using APA 6th Edition citation style.

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