Instructional strategies that challenge dominant ...
|Title||Instructional strategies that challenge dominant pedagogy|
|Author(s)||J. Countryman, L. Rose|
|Journal||Canadian Music Educator / Musicien Educateur au Canada|
|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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