Effects of an intercultural music course on adolescents’ intergroup attitudes in southwest China

Guan, Tao; Matsunobu, Koji

doi:10.1080/14613808.2022.2042501

Cited by 8 publications

(13 citation statements)

References 31 publications

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“…When teachers accept, respect and appreciate diverse ethnic music and cultures, students feel that their ethnic identities are valued and recognised and this allows them to express their own ethnic identities musically in an inclusive environment (Shaw, 2016(Shaw, , 2020. Furthermore, a student-centred constructivist classroom enables students to learn about the music and culture of their own and others' groups in an open, flexible, non-threatening and nonjudgmental environment, thus helping them form a positive ethnic identity and forge inter-ethnic friendships (Crawford, 2020;Guan & Matsunobu, 2022).…”

Section: Culturally Responsive Music Teachingmentioning

confidence: 99%

“…Shaw, 2016). Through music, students from different backgrounds can present their unique ethnic characters positively while respecting ethnic differences in the classroom; it is thus conducive for cultural diversity and social cohesion in the long run (Guan & Matsunobu, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…used in the lyrics to express the rural way of life in mountainous areas and the people's happiness at work.Source. Adapted from(Guan & Matsunobu, 2022). (…”

mentioning

confidence: 99%

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Nurturing student ethnic identity through culturally responsive music teaching in China

Guan¹,

Luo

Matsunobu

2022

International Journal of Music Education

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A multicultural approach has been advocated in school music education in China to heighten the sense of ethnic identity among students from diverse backgrounds, but research has shown that inadequate teaching approaches have been a major challenge in implementing multiculturalism. To facilitate students’ development of their sense of ethnic and cultural identity, international educators have advocated the use of culturally responsive teaching (CRT), which can provide Chinese teachers with pedagogical guidance to put multiculturalism into practice. A mixed methods intervention approach was adopted to explore the impact of CRT on the ethnic identities of Yi, Han, Mongolian and Tibetan students in a multi-ethnic school in Sichuan Province, China. The quantitative results revealed that after participating in the CRT music course, the students demonstrated statistically significant improvement across the four dimensions of ethnic identity. The qualitative findings attributed the improvement in the students’ ethnic identities to the use of ethnic music and native languages, multiple roles of the local music teacher and collective musical engagement. This study contributes to research on pedagogical strategies that help facilitate cultural diversity in school music education in China, and it serves as a reference for the use of CRT worldwide.

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Section: Culturally Responsive Music Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nurturing student ethnic identity through culturally responsive music teaching in China

Guan¹,

Luo

Matsunobu

2022

International Journal of Music Education

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“…Nevertheless, studies of CRP have centred on the instrumental benefits of art such as positive intergroup attitudes (Guan & Matsunobu 2022), higher‐level thinking skills (Ladson‐Billings 2009) and improved academic performance (Krasnoff 2016). The intrinsic benefits that culturally responsive art learning can bring remain vague.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Benefits of Culturally Responsive Art Learning Experience for Rural Chinese Students

Luo

Guan

2022

Int J Art Design Ed

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This ethnographic case study explored the benefits associated with culturally responsive art learning experience in a Chinese rural town in the process of urbanisation. The case of this study, Fuchong Art Education Programme (FAEP), provided culturally relevant art activities for primary and secondary rural students who cannot access enriched art programmes in schools. Art studio learning, a summer art camp, an art exhibition, neighbourhood sketching, online teaching, student home visits and teacher meetings were documented and examined over an eight-month period of fieldwork. Semi-structured interviews with the participating students, their teachers and parents and the programme coordinator were conducted to elicit the participants' perspectives on the FAEP experience, the benefits of participation and the challenges involved in implementing a culturally responsive art programme. The emerging themes included artistic, personal, social and external benefits, which were examined in relation to previous research on the intrinsic and instrumental benefits of art learning and a local understanding of the value of community art engagement in the lives of rural people. The implications offer guidance for promoting culturally responsive art learning in rural settings.

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“…Foreign songs and dances are often rich with cultural information that may be effective for generating a positive cultural learning experience. Indeed, music educators and social psychologists have begun collecting empirical evidence that learning music from foreign countries may generate a learning experience that promotes cultural understanding, while reducing prejudice toward people from foreign cultures (Failoni, 1993; Guan & Matsunobu, 2022; Howard, 2018; Ilari et al, 2013; Miranda & Gaudreau, 2020; Sousa et al, 2005). For example, Sousa et al (2005) found that a music program effectively reduced anti‐dark‐skinned biases among light‐skinned Portuguese children.…”

Section: Introductionmentioning

confidence: 99%

Singing foreign songs promotes shared common humanity in elementary school children

Good

Peets

Choma

et al. 2022

J Applied Social Pyschol

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Several studies support the notion that singing the songs of a foreign culture can reduce prejudice and improve intergroup relations in elementary school children.The current article presents theoretical and empirical support for one potential mechanism underpinning this effect, namely, that singing songs may highlight commonalities and generate a collective identity across intergroup boundaries.Twenty-nine elementary school children (mean age = 10.73 years) in two predetermined groups participated in a 6-week, crossover study in which they received two singing interventions: (1) singing songs from their own (ingroup) culture and(2) singing songs from foreign (outgroup) cultures. Quantitative and qualitative data analyses demonstrate that singing foreign songs led to higher levels of perceived commonality toward outgroup others and promoted the adoption of a collective identity. Furthermore, interviews elucidated that singing foreign songs encouraged children to appreciate the unique identity of each culture while acknowledging their shared common humanity, suggesting the cultivation of a dual identity. Theoretical and practical implications of these results are discussed.The social identity approach, including the social identity theory (SIT, Tajfel & Turner, 1986) and the self-categorization theory

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Effects of an intercultural music course on adolescents’ intergroup attitudes in southwest China

Cited by 8 publications

References 31 publications

Nurturing student ethnic identity through culturally responsive music teaching in China

Nurturing student ethnic identity through culturally responsive music teaching in China

Exploring the Benefits of Culturally Responsive Art Learning Experience for Rural Chinese Students

Singing foreign songs promotes shared common humanity in elementary school children

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