n Tydskrif vir Geesteswetenskappe - Bemagtiging van musiekopvoeders : die skep van 'n gesonde selfbeeld

Volume 43, Issue 3_4
  • ISSN : 0041-4751


This article focuses on empowering music educators, in order to improve their self-concept. Music Education is not yet fully established as an independent academic discipline in South Africa. In other countries, research has been dominated by quasi-experimental and quantitative methods. Sociological and philosophical aspects and theory-building research have largely been neglected in music education research until recently. Recent trends in international institutions of music education are, among others, (i) to involve music teachers in research projects; and (ii) to train undergraduates in basic research methods.
Music education can, among other things, enhance self-concept. If aspiring music educators can develop healthy self-concepts, they can in their turn enhance the self-concepts of their learners. Music can also be instrumental in a cultural healing process. Examples are given of people from historically disadvantaged communities who attest that music has made a difference in their lives. Music students can be made aware of this by participating in community projects. This involvement can be linked to the learning process if students have to reflect and comment critically on their involvement. Leadership features and critical thinking have to be stressed, with a view to empowering students to assume advocacy roles in society. Some practical ideas are given on how one could involve students in small research projects during undergraduate music education courses. This will benefit future music education research and at the same time empower students.

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