Values of National Belongingness in the Music Education Textbooks for the Higher Basic Education Stage in Jordan: An Analytical Study

Mohammad  Hammad; Mohammad   Jawarneh; Subhi   Sharqawi

doi:10.35516/hum.v50i2.4940

Authors

Mohammad Hammad Deanship of Students’ Affairs, The Hashemite University, Zarqa, Jordan https://orcid.org/0009-0003-1367-7467
Mohammad Jawarneh Dept. of Curriculum and Instruction, Faculty of Educational Sciences, The Hashemite University, Zarqa, Jordan
Subhi Sharqawi Dept. of Curriculum and Instruction, Faculty of Educational Sciences, The Hashemite University, Zarqa, Jordan

DOI:

https://doi.org/10.35516/hum.v50i2.4940

Keywords:

Music education, National belonging, values, music education textbooks, Jordan

Abstract

Objectives: This study aimed to determine the most important values of national belonging that should be included in music education textbooks for the upper basic education stage in Jordan, and to assess the extent to which these values are currently incorporated in the textbooks.

Methods: The study employed a descriptive analytical approach using content analysis, which encompassed twenty national belonging values as data collection criteria. The study sample consisted of music education textbooks for grades 7 to 10.

Results: The study revealed a low level of inclusion of national belonging values in the sampled textbooks. The values of pride and belonging to the homeland, as well as the value of pride in Islam and Arabism, ranked first. Eleven values were not included in the study sample. The degrees of inclusion of national belonging values in the study sample were as follows: 35%, 23.3%, 36.6%, and 35%, ranked from the 7th to the 10th grade.

Conclusion: The study recommends that those involved in the development of the music education curriculum should pay greater attention to the inclusion of national belonging values during the curriculum development process.

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