“Equity through community music programming: barriers and bridges to resources and representation”

dc.contributor.authorBurke, K.
dc.contributor.authorCyrus, K.
dc.contributor.authorAmponsah, E.
dc.contributor.authorTecle, S.
dc.date.accessioned2019-08-24T10:47:26Z
dc.date.available2019-08-24T10:47:26Z
dc.date.issued2019-08-22
dc.descriptionAbstract for a workshop presentation at the 2019 Faculty of Education Summer Institute (FESI).en_US
dc.description.abstractAbstract: Learners whose social identity is defined by minority group memberships may become demotivated when there is a lack of equity in the curriculum. This workshop explores two barriers to equity in music education for students in low-income areas and racialized students; these students are marginalized due to a lack of resources and a lack of representation in the curriculum respectively. We will discuss the impact of the lack of representation and resources in music education on the engagement, achievement and well-being of Black students in the Jane and Finch area. We will then explore how to source instruments for music programs and integrate pan-African music into the music curricula of schools and community music programs. This is necessary as all children need resources to excel, and children of pan-African descent need positive representations of themselves, beyond tokenism, to promote their success and well-being.en_US
dc.description.sponsorshipHelen Carswell Chair in Community Engaged Research in the Artsen_US
dc.identifier.citationCyrus, K., Burke, K., Amponsah, E. & Tecle, S. (2019). “Equity through community music programming: barriers and bridges to resources and representation,” presented at FESI 2019 Dismantling the Barriers to Education, August 22. York University, Toronto.en_US
dc.identifier.urihttp://hdl.handle.net/10315/36411
dc.language.isoenen_US
dc.publisheren_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectWorkshopsen_US
dc.title“Equity through community music programming: barriers and bridges to resources and representation”en_US
dc.title.alternativeFESI 2019 abstract -en_US
dc.typePresentationen_US

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