World Music Pedagogy: Gateway to Global Citizenship and Children’s Creative Impulses


  • Juliana Cantarelli Vita University of Hartford
  • Patricia Shehan Campbell University of Washington



cultural awareness, local and global communities, sensitivity, social justice, World Music Pedagogy


In this article, we seek to examine ways in which educators can bring music of world cultures into classrooms of children in a respectful, sensitive manner. Myriad issues of diversity, equity, and inclusion are at the center of the conversation among music educators across the globe. As educators are committed to issues of globaliation, social justice, and cultural democracy, we intend here to discuss World Music Pedagogy (WMP) as a means of fostering children’s musical and cultural awareness in embracing both local and global communities. These involve careful considerations, as WMP is a multi-dimensional learning process that recognises the importance of deep and reflective listening as gateway to knowing the music in order to participate in it, to perform it, to create new works within the style of the studied music, and to know its cultural meaning, context, and function. Lastly, we present three “classroom portraits” through activities with examples from Brazilian, Ugandan, and Canadian Arctic Indigenous cultures that can open pathways that lead learners to a comprehensive experience with music in and as culture.


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Author Biographies

Juliana Cantarelli Vita, University of Hartford

Juliana Cantarelli Vita is an Assistant Professor of Music Education at the University of Hartford's Hartt School. She is a Ph.D. candidate in Music Education with an emphasis in Ethnomusicology at the University of Washington and a member of The Orff Echo Editorial Board. Blending her interests in music education and ethnomusicology, Juliana has presented papers and given clinics on the topic of multicultural sensitivity, Afro-Brazilian drumming traditions, children’s musical cultures, and gender and music. She has received research grants from the American Orff-Schulwerk Association (for the work on collective songwriting at the Yakama Nation Tribal School) and the Canadian Social Sciences and Humanities Research Council (for the work with repatriated recordings). She is a recipient of the Elizabeth May (Slater) Award from the Society for Ethnomusicology for her paper on the topic of archived field recordings featuring children. As a clinician, Juliana has given more than 50 workshops in the United States, Brazil, and Europe. She directs Seattle’s Maracatu de Baque Virado ensemble.

Patricia Shehan Campbell, University of Washington

Patricia Shehan Campbell is Donald E. Peterson Professor of Music at the University of Washington, where she teaches courses at the interface of education and ethnomusicology. She is the author of Lessons from the World, Music in Cultural Context, Songs in Their Heads, Teaching Music Globally, Musician and Teacher, Music, Education, and Diversity: Bridging Cultures and Communities, co-author of Music in Childhood, and Redefining Music Studies in an Age of Change (2017), co-editor of Oxford’s 28-volume Global Music Series (2004-2018), Oxford’s Global Music Cultures, and The Oxford Handbook on Children’s Musical Cultures (2013). Campbell is recipient of the 2012 Taiji Award (China) and the 2017 Koizumi Prize (Japan) for work on the preservation of traditional music through educational practice and has been engaged in partnerships within schools in Tanzania, Myanmar, and Mexican-heritage and indigenous communities in the Yakama Valley. Educational consultant to Smithsonian Folkways Recordings, the Alan Lomax recordings, and the Global Jukebox, she is editor of the seven-volume series on World Music Pedagogy (2018-2021) for practicing and prospective teachers.


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How to Cite

Cantarelli Vita, J., & Campbell, P. S. (2021). World Music Pedagogy: Gateway to Global Citizenship and Children’s Creative Impulses. Malaysian Journal of Music, 10(2), 45–53.