From Culturally Responsive to Culturally Sustaining Music Pedagogy in Elementary Schools: An Integrative Literature Review and Conceptual Model
DOI:
https://doi.org/10.37368/tonika.v9i1.971Keywords:
collaborative ecosystem, culturally responsive pedagogy, music education, elementary schoolAbstract
Music education in elementary schools occupies a foundational role in children's cultural formation and identity development, yet instructional practice in many educational systems continues to operate through standardized approaches that remain disconnected from the diverse musical backgrounds students bring to school. This study examines the conceptual transition from culturally responsive pedagogy to culturally sustaining pedagogy in elementary music education. Through an integrative literature review of 41 systematically selected sources from Scopus, ERIC, Web of Science, and Google Scholar (1995–2024), data were analyzed using thematic synthesis. The findings reveal four thematic dimensions: recognition of students' musical experience and cultural identity, contextual learning design, cultural sustainability orientation, and a collaborative ecosystem connecting school, family, local artists, and community. These dimensions were synthesized into a conceptual model that advances existing frameworks by integrating authentic assessment as a structural element, formulating the collaborative ecosystem as a standalone component, and introducing a non-Western perspective through the Indonesian educational context. The model offers a theoretically grounded framework for music educators, curriculum developers, and policymakers navigating cultural diversity in elementary schools.
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