Rethinking Musical Knowledge: Issues of Equity and Curriculum Design in Contemporary Chinese Music Education

Mengying Liu

doi:10.71222/ps02bj92

Authors

Mengying Liu Conservatory of Music, State Conservatory of Music "Giovanni Paisiello" of Taranto, Via Duomo 276, Taranto (TA), 74123, Italy Author

DOI:

https://doi.org/10.71222/ps02bj92

Keywords:

music education, educational equity, curriculum design, multiculturalism, knowledge reconstruction

Abstract

This study examines equity and curriculum design issues in contemporary Chinese music education through a critical lens of knowledge construction. Employing qualitative research methods including classroom observations and semi-structured interviews across urban and rural contexts, the research reveals significant disparities in resource allocation, teaching content, and student participation opportunities. Current curriculum designs predominantly emphasize skill-oriented approaches while neglecting students' multicultural backgrounds and individual expression needs. The findings indicate a persistent tension between policy intentions for inclusive education and actual classroom practices that perpetuate educational inequalities. Drawing from critical pedagogy frameworks, this study proposes reshaping musical knowledge paradigms beyond traditional Western-centric and technique-focused models, towards approaches that are more culturally responsive and socially just. The research contributes theoretical insights and practical recommendations for developing equitable, inclusive, and culturally diverse music education systems in China.

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