DARREN HAMILTON
the implementation of culturally relevant pedagogy in our teaching practice .” He admits that can be challenging , but teachers don ’ t have to be experts to do so . They can look at the makeup of their classroom and leverage the expertise that exists within it by leaning on the knowledge their students bring to the table .
“ It ’ s very important to challenge traditional , very narrow understandings of curriculum by bringing other people ’ s music in ,” González Ben says , “ but also talking about why those styles have been excluded and the power dynamics [ that prompted that exclusion ], and making them explicit , which I think is something , as music educators , we often feel very uneasy about , because music tends to be seen as an apolitical field .”
Inevitably , mistakes will be made . Toes will be stepped on . Disagreements will be had . But that ’ s how we learn – from our errors , our missteps , and from asking questions and discussing how to progress more effectively .
In our practice of music – whether it ’ s primarily performance , listening , recording , teaching , or composing – we should be fearless in our explorations . In the study of music , as in every effort to progress , it ’ s the fearless who came before us upon whose shoulders we stand tallest . Harnessing examples of those from more cultures , beginning with those reflected in our classrooms , communities , and beyond , will make for a richer , more inclusive , and more exciting environment for students of all ages .
Kevin Young is a Toronto-based musician and freelance writer .
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