Music education in Malawi: the need for a philosophy

Abstract

Music education in primary schools in Malawi is faced with challenges related to its marginalisation, inappropriate policy and implementation, teacher training and motivation. There are curriculum-related problems and a shortage of qualified teachers. In this article a philosophical solution is proposed, as the field of philosophy is best suited to reaching the core of the issues involved. The formulation of a philosophy requires multifaceted research and careful reflection. Based on the premise that context should be considered in the formulation of an appropriate philosophy, a research-based, culturally embedded, ethnographic approach is proposed to elucidate the context, aid in the formulation of a philosophy, and inform policy, curriculum, method and content.