Multiculturalism and Pedagogical Eclecticism: Towards a Paradigm Shift in Zimbabwean Music Education
Bibliographic record
Abstract
This paper looks at the curriculum of music education in Zimbabwe and the approaches to the teaching of music. It begins with the historical background of Zimbabwean musical traditions of both the Shona and Ndebele people and how this music practice has been passed on from generation to generation. A case study approach is taken to reveal the extent to which students are exposed to music literature using a variety of methods. Four primary schools in both urban and rural settings are selected to ascertain the extent to which musical education prevails in these schools. The study reveals that the teaching of music skills is still lacking in Zimbabwe's primary schools. Ways of improving the teaching of music, music literacy and pedagogical principles used in schools are suggested. Conclusions drawn refer to music education curriculum as a paradigm which requires re-designing to include the production of music literacy in the school system. A ZJER article on the curriculum of music education in Zimbabwe.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.012 | 0.045 |
| Scholarly communication | 0.012 | 0.008 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".