Abstract
The traditions in which much higher music education is steeped have resulted in a global prevalence of systemic discrimination. Students enter this environment with diverse musical and
life experiences including family structure, socio-economic status, gender identity, sexual preference, religion, physical ability, ethnicity or race, and both musical and academic
proficiency. It is the role of educators in higher music education to reach and support these students equitably, ensuring that each individual encounters a well-rounded, high-quality music
program. This paper reports the strategies employed by the music school in a large, tertiary institution in Australia where matters of equity were of importance. Examples of the school’s equity programs provide readers with practical strategies with which issues of equity might be addressed. Working within the strategies espoused by our university we were able to secure
academic and financial support that enabled us to focus our efforts on curriculum change, developing a new student cohort from low socio-economic areas and encouraging students and
faculty to realise the personal benefit of the new programs.
life experiences including family structure, socio-economic status, gender identity, sexual preference, religion, physical ability, ethnicity or race, and both musical and academic
proficiency. It is the role of educators in higher music education to reach and support these students equitably, ensuring that each individual encounters a well-rounded, high-quality music
program. This paper reports the strategies employed by the music school in a large, tertiary institution in Australia where matters of equity were of importance. Examples of the school’s equity programs provide readers with practical strategies with which issues of equity might be addressed. Working within the strategies espoused by our university we were able to secure
academic and financial support that enabled us to focus our efforts on curriculum change, developing a new student cohort from low socio-economic areas and encouraging students and
faculty to realise the personal benefit of the new programs.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 23rd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM). Held virtually on 29-31 July 2020 |
| Subtitle of host publication | Ethics and Inclusion in the Education of Professional Musicians |
| Editors | Heidi Partti, Leah Coutts |
| Publisher | ISME |
| Pages | 271-282 |
| Publication status | Published - Jul 2020 |
| Externally published | Yes |