Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western Art Music is established as the standard of music making and is institutionalized in education systems, national curricula and national assessment practices because it is inherent in ideologies and decision making. To counter the dominant hegemony, multicultural education philosophies have been adopted in democracies. The purpose of multicultural education is to change the dominant hegemony and bring about transformation in policy, attitudes, curriculum, assessment, the language of instruction, and strategies for learning and teaching. In this article, I discuss and compare music curricula from South Africa and Australia to determine how multiculturalism is manifested in the curriculum content for music in schools. I also suggest possible frameworks for curriculum developers in democracies to consider, which would subvert the status quo and establish a counter-hegemony.

文化霸权渗透到整个社会，并通过社会制度传播。这些机构将人们社会化为主流社会群体的规范，价值观和信念。此外，文化霸权通过义务教育，国家课程，国家评估和隐藏课程等形式的教育进行传播和持久化。西方艺术音乐的文化霸权被确立为音乐制作的标准，并在教育体系，国家课程和国家评估实践中得到制度化，因为它是意识形态和决策中固有的。为了应对霸权统治，民主国家采用了多元文化教育理念。多元文化教育的目的是改变霸权，并带来政策，态度，课程，评估，教学语言和学习策略。在本文中，我将讨论和比较南非和澳大利亚的音乐课程，以确定在学校音乐课程内容中如何体现多元文化。我还建议民主国家的课程开发人员考虑可能的框架，这将颠覆现状并建立反霸权。