Decolonizing the Classroom: Postcolonial Perspectives on Chinese Music Education

Decolonizing the Classroom: Postcolonial Perspectives on Chinese Music Education

Welcome to silken temperament. a podcast about music, history, and culture. I am Xinda, a musicologist, musician, and music educator. In this episode we will explore the relationship between Chinese music education and European colonial history. Podcast Website: https://silktemperament.wordpress.com/ Selected bibliography Attas, Robin, and Margaret E. Walker. “Exploring Decolonization, Music, and Pedagogy: Editorial.” Intersections: Canadian Journal of Music 39, no. 1 (2019): 3-20. Barlow, Tani E. “Colonialism’s Career in Postwar China Studies.” In Colonialism’s Career in Postwar China Studies, 373–412. Duke University Press, 1997. Bradley, Deborah. “Good for What, Good for Whom?: Decolonizing Music Education Philosophies.” In The Oxford Handbook of Philosophy in Music Education, edited by Wayne Bowman and Ana Lucía Frega, 408-433. Oxford University Press, 2012. Bull, Anna Louise, Diljeet Bhachu, and Amy Blier-Carruthers. “Slow Train Coming?:Equality, Diversity and Inclusion in UK Higher Education.” 2022. Burnett, Philip, Erin Johnson-Williams, and Yvonne Liao. “Music, Empire, Colonialism: Sounding the Archives.” Postcolonial Studies 26, no. 3 (3 July 2023): 345–359. Chávez, Luis, and Russell P. Skelchy. “Decolonization for Ethnomusicology and Music Studies in Higher Education.” Action, Criticism, and Theory for Music Education 18, no. 3 (September 2019): 115–143. Chen, David, Jason A. Miller, and Mark Shakespear. “Critical Han Studies Through the Lens of Internal Colonialism: China, Guangdong, and Hong Kong.” Critical Sociology 50, no. 1 (1 January 2024): 141–163.