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Curricular Innovations in Traditional Music: A Case Study of Zimbabwean Music Teacher Education

Published online by Cambridge University Press:  14 October 2009

Elizabeth de Lowerntal
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Abstract

The attainment of Zimbabwean independence in 1980 resulted in a variety of pressures on the curriculum for the education of music teachers. These pressures included dissatisfaction with the Eurocentric bias of the existing curriculum and demands for shifting the bias of education towards the promotion of previously marginalised aspects of Zimbabwean culture. This paper outlines the effects of these pressures on curricular innovations in Zimbabwean traditional music at Hillside Teachers' College, Bulawayo, and explores the possibilities for the future development of traditional music curriculum.

Type
Research Article
Information
British Journal of Music Education , Volume 15 , Issue 2 , July 1998 , pp. 171 - 180
Copyright
Copyright © Cambridge University Press 1998

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