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dc.contributor.advisorDrummond, John
dc.contributor.advisorJohnson, Henry
dc.contributor.authorPardàs, Lluïsa
dc.date.available2016-09-16T02:07:50Z
dc.date.copyright2016
dc.identifier.citationPardàs, L. (2016). The Challenge of Curriculum: An International Comparative Study of Music Education Policies and Practices (Thesis, Doctor of Philosophy). University of Otago. Retrieved from http://hdl.handle.net/10523/6782en
dc.identifier.urihttp://hdl.handle.net/10523/6782
dc.descriptionAlternate name: Pardàs Feliu, Lluïsa
dc.description.abstractThis research investigates music education policies and practices in New Zealand and Catalonia, through the analysis of curriculum documents and interviews with music education practitioners, and expands the analysis of context to English-speaking countries (Australia, Canada, United Kingdom, and the United States of America) and Southwestern European countries (France, Italy, Portugal, and Spain) respectively. The aim of the present research is to provide elements to enhance the discussion and knowledge of implications of policy making, useful not only for those involved with music education in the analysed countries but also for those involved with music education in other countries that may face similar challenges. The research questions involve the analysis of relations, convergences, and divergences between and within English-speaking countries and Southwestern European countries’ curricula, and between New Zealand and Catalonia as case studies. This comparative study, grounded within qualitative objectives, is approached through a mixed-methods multilevel model. While the wording of the curricula may differ, several trends and challenges are common: a shift in curriculum development towards an open curriculum and praxial music education, through a student-centred approach, a focus on key competences and essential learnings, and educational policies driven by international testing that prioritises numeracy and literacy over other areas of knowledge. This international comparative approach allows for broader and forward-looking perspectives on curriculum design and implementation.
dc.language.isoen
dc.publisherUniversity of Otago
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dc.subjectMusic education policies
dc.subjectMusic curriculum
dc.subjectInternational assessments
dc.subjectSpecialist music teacher
dc.subjectWashback effect
dc.subjectComparative music education
dc.subjectCurriculum development
dc.subjectKey competences
dc.subjectGlobalization in education
dc.subjectMusic education standards
dc.subjectMusic in English-speaking countries
dc.subjectMusic in Southwestern Europe
dc.subjectMusic education in New Zealand
dc.subjectMusic education in Catalonia
dc.subjectMusic education in Spain
dc.subjectEducació musical a Catalunya
dc.subjectEducación musical en Cataluña
dc.subjectEducació musical a Espanya
dc.subjectEducación musical en España
dc.subjectPolítiques d'educació musical
dc.subjectPolíticas de educación musical
dc.subjectCurrículum musical
dc.subjectProfessor especialista de música
dc.subjectEducació musical comparativa
dc.subjectCompetències básiques
dc.subjectCompetencias básicas
dc.subjectGlobalització
dc.subjectGlobalización
dc.titleThe Challenge of Curriculum: An International Comparative Study of Music Education Policies and Practices
dc.typeThesis
dc.date.updated2016-09-16T01:29:53Z
dc.language.rfc3066en
thesis.degree.disciplineMusic
thesis.degree.nameDoctor of Philosophy
thesis.degree.grantorUniversity of Otago
thesis.degree.levelDoctoral
otago.interloanyes
otago.openaccessAbstract Only
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