caa a22 4500 388032227 CHVBK 20180307124955.0 cr unu---uuuuu 161130e199807 xx s 000 0 eng 10.1017/S0265051700009323 doi S0265051700009323 pii (NATIONALLICENCE)cambridge-10.1017/S0265051700009323 de Lowerntal Elizabeth Curricular Innovations in Traditional Music: A Case Study of Zimbabwean Music Teacher Education [Elektronische Daten] [Elizabeth de Lowerntal] The attainment of Zimbabwean independence in 1980 resulted in a variety of pressures on the curriculum for the education of music teachers. These pressures included dissatisfaction with the Eurocentric bias of the existing curriculum and demands for shifting the bias of education towards the promotion of previously marginalised aspects of Zimbabwean culture. This paper outlines the effects of these pressures on curricular innovations in Zimbabwean traditional music at Hillside Teachers' College, Bulawayo, and explores the possibilities for the future development of traditional music curriculum. Copyright © Cambridge University Press 1998 British Journal of Music Education Cambridge University Press 15/2(1998-07), 171-180 0265-0517 15:2<171 1998 15 BME https://doi.org/10.1017/S0265051700009323 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0265051700009323 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- de Lowerntal Elizabeth NATIONALLICENCE 773 0- British Journal of Music Education Cambridge University Press 15/2(1998-07), 171-180 0265-0517 15:2<171 1998 15 BME CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge