| Over the past few decades, scholars have conducted numerous studies on the new globalized society and its effects. Especially in education, the movement toward pluralism begs for a shift in philosophy and practice. Teachers are challenged with more diverse classrooms, new expectations, and therefore, new curricula and methodology. While there is a body of literature that discusses the advocacy and philosophy of world music education, there has been a lack of data-based research that specifically examines whether or not music educators accept this responsibility and embrace it in their practices. The purpose of this study was to determine whether or not music educators in the Chicago-land area actually reform their practice as a result of new research and the demands of world music education. |
