Addressing dimensions of "The Great Moral Wrong": How inequity in music education is polarizing the academic potential of Australian students. Issue 3 (3rd July 2018)

• Record Type: Journal Article
• Authors: Brasche, Inga; Thorn, Benjamin
• Is Part Of: Arts education policy review. Volume 119:Issue 3(2018)
• Page Start: 124
• Page End: 136
• Publication Date: 2018-07-03
• Subjects: Australia -- equity and access -- music education -- preservice teachers -- prioritization; Arts -- Study and teaching -- Periodicals; 700.71
• DOI: 10.1080/10632913.2016.1201029
• Languages: English
• ISSNs: 1063-2913

Abstract

ABSTRACT: The intrinsic and extrinsic benefits of music education incorporate academic, social, emotional, and behavioral spheres. To deny students access to music education essentially locks them out of such benefits, limiting their potential. Music education programs have declined significantly in Australia in the last few decades and access to such programs serves as a reminder of the widening gap of inequality in the Australian school system. The reasons for the decline in music education, both at a preservice and inservice level, and the political landscape which has influenced and undermined the concept of a level playing field in public education are interrelated. Through extensive data analysis, a picture of how and why music education serves as an example of wider issues of access and equity in Australian schools will be demonstrated.