School Inclusion through Active Music Teaching Methods in China?

Wang, L. and Odena, O. (2022) School Inclusion through Active Music Teaching Methods in China? International Society for Music Education (ISME) 35th World Conference, Brisbane, Australia, 17 – 22 Jul 2022.

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264734.pdf - Accepted Version



This peer-reviewed conference paper discusses some findings from an investigation on how active music teaching methods may facilitate school inclusion in China. Fieldwork focused on a diverse state Secondary School in southeast China. We explored how active teaching methods promoted inclusion when urban and rural students with diverse musical backgrounds shared classrooms with up to 50 students. Embracing an interpretive approach the study also aimed at developing the first author’s own inclusive teaching through action research. Empirical data was collected from three classes, led by the first author during a 12-weeks two-cycle action research with 167 students aged 15-17. Methods included participant observation and focus groups, which were conducted twice with 20 students, totaling 340 pages of transcripts that were analyzed thematically. Results and limitations from the focus group analysis are discussed, contributing to the growing China-based music education research literature.

Item Type:Conference or Workshop Item
Additional Information:Due to the pandemic this conference was held online. The co-authors participation was sponsored by the School of Education, University of Glasgow.
Glasgow Author(s) Enlighten ID:Odena, Professor Oscar and Wang, Luyi
Authors: Wang, L., and Odena, O.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Social & Environmental Sustainability
Copyright Holders:Copyright © 2022 The Authors
Publisher Policy:Reproduced with the permission of the author
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