School of Music Faculty Publications and Presentations
Document Type
Book Chapter
Publication Date
6-2025
Abstract
Although the frameworks of Culturally Relevant Pedagogy, Culturally Responsive Teaching, and Culturally Responsive Curriculum tend to reduce educational disparities, pedagogical approaches focused on minoritized populations now draw controversy. This chapter exam ines the essentializing potential of historical notions of “culture” used in these frameworks and proposes instead an ethnomusicological definition that conceives culture as a malleable collection of habits shared by different individuals and groups. This definition avoids equating culture with specific traits of minoritized people and helps valorize collaborative teaching and learning. After situating Culturally Relevant Pedagogy within the intellectual history of “culture,” and overviewing the field of ethnomusicology and its contributions to the topic, the chapter illustrates ethnomusicological applications to culturally responsive teaching and curriculum, drawing from the author's teaching collaborations at a large Hispanic Serving Institution in the United States.
Recommended Citation
Amado, Andrés R. "An Ethnomusicological Approach to Culture in Culturally Relevant Pedagogies and Curricula." Developing Culturally Responsive Curriculum in Higher Education, edited by Rick Rantz and LeeAnne McNulty, IGI Global Scientific Publishing, 2025, pp. 355-374. https://doi.org/10.4018/979-8-3373-2955-0.ch019
First Page
355
Last Page
374
Publication Title
Developing Culturally Responsive Curriculum in Higher Education
DOI
10.4018/979-8-3373-2955-0.ch019
ORCID
https://orcid.org/0009-0008-3979-9039
Comments
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