Re-thinking inclusivity in music learning: The implications of multiple Ghanaian languages in Western-leaning music theory

Abstract

This study explores the feasibility of incorporating  Ghanaian languages into music theory and composition curricula that are mostly focused on Western traditions. It recognises the benefits and challenges associated with this endeavour. The study utilises a mixed-methods approach, acknowledging the necessity of incorporating both qualitative and quantitative data to comprehensively evaluate the various ramifications of this educational change. This approach enables a comprehensive comprehension of the cultural and cognitive effects, as well as the practical aspects of implementation. Integrating Ghanaian languages into the curriculum can improve cultural significance and student involvement, but research indicates that it should be done with care. The potential adverse impacts on standardised musical terminology and international communication necessitate thoughtful deliberation, promoting gradual incorporation rather than a total departure from English. Additional research is essential to investigate obstacles and devise efficient techniques for integrating Ghanaian languages into existing musical structures without compromising them. This study emphasises the necessity of adopting a wellrounded strategy that promotes the gradual incorporation of Ghanaian languages into music education, while still preserving the advantages of the existing English-based system.