Context matters: Adaptation of student-centred education in China school music classrooms

Le Xuan ZHANG, Bo Wah LEUNG

Research output: Contribution to journalArticlespeer-review

Abstract

In the twenty-first century, there has been significant discussion worldwide about students and their learning processes. This study, designing with a student-centred education (SCE) training for three school music teachers over the nine weeks, aims to fill a gap left by the inadequate number of empirical studies examining the implementation of music lessons in China in an SCE era; it also aims to support a global understanding of SCE’s pedagogical adaptation to the Chinese context by using a multiple case study conducted in Province X. The findings illustrate that although SCE has been well promoted in China and its adaptation might seem to be characterised by teacher-centred education, there might be within music education an adjusted SCE adaptation with reasonable contextual challenges and difficulties. Thus, in lieu of descriptions of the Chinese adaptation of SCE as a ‘failed implementation’, this study reveals a more nuanced situation in which SCE is adapted to China’s specific cultural and logistical contexts with large classes, in which instruction takes place. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)418-434
JournalMusic Education Research
Volume25
Issue number4
Early online dateJul 2023
DOIs
Publication statusPublished - 2023

Citation

Zhang, L.-X., & Leung, B.-W. (2023). Context matters: Adaptation of student-centred education in China school music classrooms. Music Education Research, 25(4), 418-434. https://doi.org/10.1080/14613808.2023.2230587

Keywords

  • Student-centred education
  • Music education
  • Lesson implementation
  • Educational context
  • Case study
  • China

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