Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

Abstract

For centuries, Macau’s schooling has embraced laissez‐faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: 1) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? 2) Do participants’ expectations align with those of the central-government? 3) Do participants perceive they impact on or are impacted by this innovation? Discussion of the findings highlights a controversy about the role of teachers within curriculum development – should teachers be centre-staged (Lawton (2012 [1980]) or is this view an oversimplification based on false assumptions of a social democratic tradition (Whitty (2012 [1981] & 1985)?

Keywords

curriculum development, school music curriculum, music teachers, Macau, education change

Publication Date

2018

Source Publication Title

International Journal of Music Education

Publisher

SAGE Publications

DOI

https://doi.org/10.1177/0255761418774907

ISBN (print)

0255-7614

ISBN (electronic)

1744-795X

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