Titlebook: Exploring Diasporic Perspectives in Music Education; Ruth Iana Gustafson Book 2020 The Editor(s) (if applicable) and The Author(s), under

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Book 2020on equal footing, it has perpetuated the values of Western aesthetics and their singular historical development. Breaking away from this standard, the book illuminates a diasporic web of music’s historical pathways, avoiding the fragmentation of music by categories of presumed origins whether racial, ethnic, or national. .

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The Racial Legacy of the Enlightenment: Early Vocal Instruction, Music Appreciation, and Multicultuity, and nationality in music education. Enlightenment thinking in music education generated a manifold of musical works and teaching methods while creating images of the United States as homogeneously white.

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Fictions of Origin: Music Appreciation, Multiculturalism, and World Music, for most of the twentieth century. It describes the major shifts in the music curriculum from 1900 through the early decades of the twenty-first century, sequentially appearing as Music Appreciation, Multiculturalism, and World Music.

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Conundrums of Latin/American Music and National Belonging,music, serving as a model for rethinking the curriculum. The chapter includes surveys of the folk music of particular Caribbean countries, focusing closely on the rhetoric of ethnic belonging that has spearheaded efforts to stem high attrition rates in music programs.

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cal field (music) for courses in the social sciences and hum.This book challenges simplified claims of racial, national, and ethnic belonging in music education by presenting diaspora as a new paradigm for teaching music, departing from the standard multicultural guides and offering the idea of unfi

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