This study investigates the extent to which a group of Australian preservice and early career secondary school music teachers of East Asian heritage are likely to teach aspects of their heritage music. It is positioned against a background of national multiculturalism and approaches to cultural inclusivity in Australian society, as well as the long-standing notion of ‘Asia literacy’ in Australian education and the national cross-curriculum priority (C-CP) of ‘Asia and Australia’s engagement with Asia’. The study’s findings indicate that the participants identified with their ancestral cultures to varying extents, generally had very limited knowledge of and experience with their heritage music and in general were reluctant to teach their heritage music. The authors suggest that the slow rate of progress towards culturally diversifying Australian music classrooms is related to complex matters and attitudes surrounding race in the country. The study proposes developing Cayari’s concept of ‘Asian spaces’ as a means of increasing the presence of East Asian music in Australian schools and of supporting teachers of East Asian heritage in the workplace. Finally, the authors emphasise that culturally diversifying the content of music classrooms can be undertaken by teachers of any cultural background.

中文翻译：

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新南威尔士州学校的东亚裔澳大利亚职前和早期职业音乐教师及其传统音乐：案例研究


本研究调查了一群具有东亚血统的澳大利亚职前和早期职业中学音乐教师可能在多大程度上教授他们的传统音乐。它的定位是澳大利亚社会的国家多元文化和文化包容性方法，以及澳大利亚教育中长期存在的 “亚洲素养 ”的概念和 “亚洲和澳大利亚与亚洲的接触 ”的国家跨课程优先事项（C-CP）。研究结果表明，参与者在不同程度上认同他们的祖先文化，通常对他们的传统音乐的知识和经验非常有限，并且通常不愿意教授他们的传统音乐。作者认为，澳大利亚音乐课堂文化多元化的进展缓慢与该国围绕种族的复杂问题和态度有关。该研究建议发展 Cayari 的“亚洲空间”概念，作为增加东亚音乐在澳大利亚学校的存在并支持东亚传统教师在工作场所的一种手段。最后，作者强调，任何文化背景的教师都可以进行音乐课堂内容的文化多样化。