INFLUENCES OF TEACHER ASPIRATIONS AND PRACTICES ON CHILDREN’S INCLUSION IN MUSIC: THE CASE OF MUZIKI CHANGA
This article explores the concept of inclusion within a music education programme called Muziki Changa based in the Kenyan educational context. The guiding theories view inclusion as the attainment of justice in terms of equal respect for cultures and identities. Additionally, theories that situate inclusion within the Kenyan cultural ecological sphere, guide us to consider the role of culture in music education. Specifically, the article explores how the aspirations and practices of one of the founders and two teachers at Muziki Changa contribute to attainment of inclusivity of the children in the programme. Finally the article, a case study that utilises a qualitative approach to obtain data, concludes by considering some implications for early childhood music education based on the findings.