Mapana, Kedmon Elisha2016-08-152016-08-152012-11Mapana, K. (2013a). Enculturation discontinuities in the musical experience of the Wagogo children of Central Tanzania. In Campbell, P.S. & Wiggins, T. (Eds.). (2013). The Oxford handbook of children’s musical cultures. Oxford, UK: Oxford University Press, (510-526).9780199737635http://hdl.handle.net/20.500.11810/3512Full text can be accessed at the following link http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199737635.001.0001/oxfordhb-9780199737635-e-31This article examines the musical enculturation process among the Wagogo people in Tanzania in order to understand their informal learning of culture (and musical culture). A framework is then proposed for the development of a music curriculum that removes enculturational discontinuities and helps sustain cultural identity. It is argued that enculturation is a natural process that need not be dismissed and discontinued as mandatory schooling moves children from their homes and families and into a formal learning environment. The songs, rhythms, and movements that children learn at home constitute are part of their deepest cultural roots. This music must be nurtured through a school curriculum that continues to build upon the local experiences of children’s early years.enTanzanianChildrenTraditionalMusicMusic educationMusical cultureLearningIdentityCurriculumBook chapter10.1093/oxfordhb/9780199737635.013.0031