Teaching jazz history: disrupting gendered narratives
The teaching of jazz history in tertiary institutions has historically focussed on the “great men” of jazz (Whyton, 2010), with jazz historiography giving scant recognition to female-identifying musicians (Rustin and Tucker, 2008). The historicising of certain individuals and their music is fundamen...
| الحاوية / القاعدة: | Frontiers in Education |
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| المؤلفون الرئيسيون: | , , , |
| التنسيق: | مقال |
| اللغة: | الإنجليزية |
| منشور في: |
Frontiers Media S.A.
2024-11-01
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1308771/full |