Centering Student Voice and Agency in Cross-Cultural Music Classrooms: The Expression–Negotiation–Co-creation Model

Xiaolei Zhang

doi:10.54097/azkft744

Authors

Xiaolei Zhang

DOI:

https://doi.org/10.54097/azkft744

Keywords:

Student Voice, Expression-Negotiation-Co-creation Model, Cross-cultural Music Education, Self-Determination Theory, Critical Pedagogy

Abstract

Global student mobility makes music classrooms culturally mixed, but teaching remains teacher-centred, while student voice is ignored. Drawing on critical pedagogy and Self-Determination Theory, this paper phase the Expression–Negotiation–Co-creation model for centring student agency. Expression enables students to clarify diverse musical identities; Negotiation shares power via rotating facilitation and anonymous feedback; Co-creation develops competence through role rotation, quick peer loops, and interdisciplinary Project Weeks. The three phases map to SDT needs: autonomy, relatedness, competence to sustain motivation. We discuss curriculum design, teacher learning cycles, policy supports, and research steps for testing this models.

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