Indigenous music fosters cultural preservation, innovation, and social change while promoting multicultural education in South African universities

Dados Bibliográficos

ID24019286
AutoresSakhiseni Joseph Yende (0000-0002-7649-2799, University of South Africa, autor correspondente)
Ano2026
Páginas1-15
Data de publicação2026-08-03
Open AccessSim
TipoARTICLE
PeriódicoDiaspora Indigenous and Minority Education (JOURNAL)
Identificadores do periódicoISSN: 1559-5692 • E-ISSN: 1559-5706
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15595692.2026.2710981
OpenAlexW7172330806
IdiomaEN
Referências citadas21

This study explores the role of indigenous music in advancing cultural preservation, pedagogical innovation, and social change in South African universities through a systematic thematic review of peer-reviewed literature. It argues that integrating indigenous music into higher education curricula strengthens cultural identity, epistemic justice, and student engagement. Guided by Cultural Historical Activity Theory and Critical Pedagogy, the study frames indigenous music as a legitimate knowledge system within curriculum transformation debates. The findings demonstrate that indigenous music supports curriculum decolonization, intercultural dialogue, and socially responsive teaching practices. Rather than reporting empirical participants, the review synthesizes thematic patterns across studies addressing policy, pedagogy, and institutional culture. Key challenges include limited resources, inadequate staff training, and resistance to epistemic change. Despite these constraints, indigenous music emerges as a catalyst for inclusivity and critical citizenship. The article concludes by recommending institutional policy alignment, staff capacity development, and curricular support in higher education.

Curriculum · Curriculum development · Indigenous · Indigenous Education · Multiculturalism · Music education · Social change · Thematic analysis · Traditional knowledge · Diverse Music Education Insights · Diverse Musicological Studies · Educational Theory and Curriculum Studies