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Contesting the South African music curriculum : an autoethnography
Thesis (PhD)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613460749090816 |
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| access_status_str | Open Access |
| author2 | Wassermann, Johannes Michiel |
| author_browse | Wassermann, Johannes Michiel |
| author_facet | Wassermann, Johannes Michiel |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/71711 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:30.275Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/71711 Contesting the South African music curriculum : an autoethnography Wassermann, Johannes Michiel franklinalewis@gmail.com Lewis, Franklin Arthur UCTD Apartheid Autoethnography Contestation Coloured Critical theories Critical race theory Curriculum Music Race Racism Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2019. In this thesis, I use an autoethnographic genre as a research methodology to reflect on my lived experiences in music education which took place in the apartheid and post-apartheid context in South Africa. My research is autobiographical and recounts my journey through music education and my engagement with the music curriculum as a child, student, music teacher, curriculum adviser and curriculum specialist. My lived experiences are socially constructed. Hence, it is closely linked to the racialised and classed society in which it was enacted. Meta-theorising through the lenses of critical theory, Critical Race Theory and the theory of contestation, I argue for a philosophical and sociological conceptualisation of the ontologies and epistemologies of race, racism, class and the music curriculum. I argue that music curriculum processes are hegemonic and controlled by oppressive and powerful regimes with pre-set ideas based on Western ideologies, which obliterate and disempower marginalised groups. My thesis highlights my marginality as a Coloured middle-class professional within the racial hierarchy of South Africa during apartheid and post-apartheid my and contestation of race, racism and the music. My autoethnography is performative and therefore uses the genre of a libretto for a musical through which the voice of the self is heard through narrative, reflexive poetry and song. My study is analytical and interpretive of the self, but simultaneously, it critiques the culture through the uncovering of racism and hegemonic practises in the music curriculum. It adopts a critical interpretive paradigm through an autoethnographic genre which contests and disrupts the positivistic and hegemonic way of coming to know the self and culture. Data collection was done through autobiographical memory work, journal entries, archival visits, literature reviews, the study of other autobiographies, documentation analysis, critical conversations and verisimilitude. My study opens the space for a rich and diverse complex matrix of scholarship and research for the radical transformation of music education. My study evokes ethical action from the reader in our striving to build a just society in which human dignity, irrespective of race, class, location, gender, age and sexuality can only flourish. TM2019 mi2026 Humanities Education PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2019-10-09T14:23:01Z 2019-10-09T14:23:01Z 19/09/06 2019 Thesis Lewis, FA 2019, Contesting the South African music curriculum : an autoethnography, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/71711> S2019 http://hdl.handle.net/2263/71711 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Apartheid Autoethnography Contestation Coloured Critical theories Critical race theory Curriculum Music Race Racism Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Contesting the South African music curriculum : an autoethnography |
| title | Contesting the South African music curriculum : an autoethnography |
| title_full | Contesting the South African music curriculum : an autoethnography |
| title_fullStr | Contesting the South African music curriculum : an autoethnography |
| title_full_unstemmed | Contesting the South African music curriculum : an autoethnography |
| title_short | Contesting the South African music curriculum : an autoethnography |
| title_sort | contesting the south african music curriculum an autoethnography |
| topic | UCTD Apartheid Autoethnography Contestation Coloured Critical theories Critical race theory Curriculum Music Race Racism Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/71711 |