A systematic literature review of Chinese music education studies during 2007 to 2019

Yang YANG, Graham WELCH

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

Based on findings from a large meta-data-based literature survey, this article is intended to provide a comprehensive synthesis of key features of China’s music education system as seen through the lens of n = 116 major research studies, drawn from a total of N = 3,257 high-impact Chinese journal articles published during 2007 to 2019. The synthesis suggests that (1) education reform, aesthetic education, Chinese traditional music and cultural identity were found to be the most prominent topics across all levels of formal music education; and (2) in most studies, government financial support, policy priorities, curriculum enforcement and paedagogical innovation are proposed as general cures to address perceptions of an unsatisfactory situation within music education. However, (3) by relating these findings to national statistics, a clear gap is identified between several research studies and actual social contexts, suggesting a possible deviation of academic communities from realistic educational and social challenges. Thus, external validity issues related to these studies are also discussed critically, along with their potential influence on views of what counts as Chinese music education in domestic and international research communities. Copyright © 2022 The Author(s).
Original languageEnglish
JournalInternational Journal of Music Education
Early online dateMay 2022
DOIs
Publication statusE-pub ahead of print - May 2022

Citation

Yang, Y., & Welch, G. (2022). A systematic literature review of Chinese music education studies during 2007 to 2019. International Journal of Music Education. Advance online publication. doi: 10.1177/02557614221096150

Keywords

  • Education reform
  • Educational study
  • Music education
  • Research bias
  • Systematic review

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