This article investigates the possibilities of a vocational pedagogy for undergraduate popular music education which is grounded in site and city. The value of work-integrated curricula in tertiary music environments is well established; however, often absent from such discussions is consideration of how geospatial contexts mediate the opportunities and resources available to universities. In response, we provide a critical comparison of how work-integrated learning (WIL) has been developed in two undergraduate popular music degrees in Australia and Aotearoa/New Zealand. Through comparison, we consider how the geographic locations of both programmes have shaped WIL, as well as identifying the specific economic, cultural and political tensions that emerge.

中文翻译：

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大学流行音乐课程中的工学结合：澳大利亚墨尔本和新西兰奥特阿罗阿惠灵顿职业课程的本地化方法

本文探讨了立足于场地和城市的本科流行音乐教育职业教育学的可能性。在高等教育音乐环境中工作整合课程的价值已经确立；然而，此类讨论往往没有考虑地理空间环境如何调节大学可用的机会和资源。作为回应，我们对澳大利亚和新西兰的两个流行音乐本科学位是如何发展工作整合学习 (WIL) 进行了批判性比较。通过比较，我们考虑了这两个项目的地理位置如何塑造了 WIL，并确定了出现的具体经济、文化和政治紧张局势。