Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. Nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada.
Über den Autor David G. (Hrsg.) Hebert
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David G. Hebert is a Professor in the Faculty of Education at Western Norway University of Applied Sciences, Bergen. A widely-published scholar of global music and international-comparative education, he frequently lectures for China Conservatory in Beijing and previously held positions with universities in the USA, New Zealand, Finland, Brazil, and Russia, as well as in Japan with the International Research Center for Japanese Studies (Nichibunken), Tokyo Gakugei University, and Yamanashi Gakuin University. He is author (or co-author) of such books as Wind Bands and Cultural Identity in Japanese Schools, Patriotism and Nationalism in Music Education, and Theory and Method in Historical Ethnomusicology. Professor Hebert has recently given keynote speeches for conferences in Poland, Estonia, Sweden, Norway, China, Tanzania, and Uzbekistan. A contributor to 30 different professional journals, he has served on doctoral committees for universities in the USA, Canada, Finland, Norway, Sweden and Spain. Professor Hebert is on the Editorial Boards of such journals as Arts Education Policy Review, Journal of Music and Meaning, Journal of Research in Music Performance, and Research and Issues in Music Education.
