Exploring Cultural Diversity in Chinese High School Music Appreciation Textbooks: A Textual Analysis of World Music

Abstract

In the context of deepening globalization, world music serves as a vital medium for cross-cultural understanding and an important lens through which to examine how formal education fosters cultural diversity. This study analyzes three nationally sanctioned Chinese Music Appreciation textbook series through a mixed-method framework combining quantitative mapping of UNESCO cultural zones with qualitative evaluation across four representational dimensions. Findings indicate that all series incorporate intentional strategies—such as cross-cultural comparisons, contextual narratives, and participatory activities—that promote awareness of cultural diversity and encourage engagement with non-local traditions. The Hunan Literature and Art Publishing House version offers the broadest geographic coverage and richest interactive design; the People’s Music Publishing House version presents structured, in-depth exposure to Western art music alongside selected global traditions; and the Huacheng Publishing House version highlights marginalized musical cultures. However, challenges remain, including a tendency toward instrumental music dominance, limited dance coverage, and uneven geographic balance. Overall, these textbooks contribute meaningfully to the cultivation of global perspectives while requiring further diversification and contextual enrichment to realize their intercultural potential fully.