ABSTRACT

Teaching ethnomusicology at a South African university as a white female in the context of the 2015–2016 national #FeesMustFall student protests presents a significant challenge. In this article, I discuss the context of Euro-American scholarship on the ethnomusicologist as pedagogue and compare this to the situation in South Africa, using the framing devices of three main statements, namely that all musics are equal, that a culturally diverse music education (and education in ethnomusicology) is beneficial for students and that teaching strategies for instilling broader understanding, openness and compassion should be prioritised over what musics are taught in the actual curriculum. Reflecting on pedagogy in tertiary education in this field at this particular time, I present certain strategies that have assisted in my own teaching practice. It is hoped that this work will contribute towards the broader discussion surrounding South African tertiary music education.

摘要

在 2015-2016 年全国#FeesMustFall 学生抗议活动的背景下，以白人女性的身份在南非大学教授民族音乐学是一项重大挑战。在这篇文章中，我讨论了欧美关于民族音乐学家作为教育者的学术背景，并将其与南非的情况进行了比较，使用三个主要陈述的框架装置，即所有音乐都是平等的，文化多元化的音乐教育（和民族音乐学教育）对学生有益，灌输更广泛理解、开放性和同情心的教学策略应优先于实际课程中教授的音乐。在这个特殊时期，反思该领域高等教育的教学法，我提出了一些有助于我自己的教学实践的策略。