ABSTRACT
Teacher education for primary and secondary educators is explored in this chapter, with a focus on the social-justice challenges and possibilities for the musical arts as central components in a decolonised preservice experience. This chapter provides a critical lens into primary, secondary and tertiary music education in Africa that includes issues of access and pedagogies for music education in an African rather than Western context. Examination of assumptions about curricula, as well as addressing ignorance of differences across cultures and contexts, provides some possible approaches to socially just teaching and learning applied to music. Culturally responsive standards, approaches to assessment and the role of community in African musical arts are introduced, followed by a series of questions to guide the future directions of socially just music learning. Suggested approaches include culturally responsive teaching with examples of opportunities and alternatives for music learning as a pathway to social justice in teacher education.
