Authors :
Udoka Peace OSSAIGA
Volume/Issue :
Volume 8 - 2023, Issue 7 - July
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/3zv28rh8
DOI :
https://doi.org/10.5281/zenodo.8283058
Abstract :
Church music education in the Nigerian
Baptist Convention is mainly provided by foreign
missionaries established theological institutions that
utilize foreign resources, materials, and methods to
promote western cultural idioms through the medium of
Christian mission; these idioms, they promote as ideals
for worship, and education. Although most of the foreign
Christian missionaries have long returned to their
countries of origin, their legacies of foreign church music
education in the Nigerian Baptist Convention's owned
theological institutions have been largely sustained and
improved upon by majorly indigenous church music
educators who base their acts on the professed
conventionality of foreign music idioms in which they
were trained, even in 21st century Nigerian Baptist
Convention. This paper discusses colonial footprints in
the Nigerian Baptist Convention's church music
education, and steps to decolonize church music
education in the Convention. A decolonized church music
education is capable of producing culturally compliant
church music graduates and contextualized church music
education in the theological institutions.
Keywords :
Church music education, decolonization, theological institutions; Nigerian Baptist Convention.
Church music education in the Nigerian
Baptist Convention is mainly provided by foreign
missionaries established theological institutions that
utilize foreign resources, materials, and methods to
promote western cultural idioms through the medium of
Christian mission; these idioms, they promote as ideals
for worship, and education. Although most of the foreign
Christian missionaries have long returned to their
countries of origin, their legacies of foreign church music
education in the Nigerian Baptist Convention's owned
theological institutions have been largely sustained and
improved upon by majorly indigenous church music
educators who base their acts on the professed
conventionality of foreign music idioms in which they
were trained, even in 21st century Nigerian Baptist
Convention. This paper discusses colonial footprints in
the Nigerian Baptist Convention's church music
education, and steps to decolonize church music
education in the Convention. A decolonized church music
education is capable of producing culturally compliant
church music graduates and contextualized church music
education in the theological institutions.
Keywords :
Church music education, decolonization, theological institutions; Nigerian Baptist Convention.
