Knowing Their World”

Urban Choral Music Educators’ Knowledge of Context

Bibliographic Data

ID10200835
AuthorsJulia T Shaw (The Ohio State University, Columbus, OH, USA, corresponding author)
Year2015
Volume63
Issue2
Pages198-223
Publication date2015-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0022429415584377
OpenAlexW1893286501
LanguageEN
Citations received14
References cited46

The purpose of this collective case study was to explore how successful urban choral educators use contextual knowledge to inform pedagogical practice. With choirs in nine of a large midwestern city’s demographically varied residential neighborhoods, a children’s choir organization provided a research setting that offered a unique view of urban teachers’ contextual knowledge. The study’s ethnically diverse participants taught in multiple classrooms each week, providing opportunities to explore how the same teacher responded to more than one demographic setting. Participants relied upon knowledge of learners, knowledge of context, and personal practical knowledge to successfully navigate the urban environment. Findings were interpreted in light of Geneva Gay’s five essential elements of culturally responsive teaching to illustrate how the teachers enacted contextual knowledge through culturally responsive practice. Implications for music teacher education are discussed based on the findings

Choir · Context (archaeology · Ethnic group · Ethnically diverse · Geography · Mathematics education · Music education · Pedagogy · Sociology · Diverse Music Education Insights · Education Methods and Practices · Psychology · Teacher Education and Leadership Studies

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