Potential contributions of music education to peacebuilding

Curricular concerns

Dados Bibliográficos

ID12876256
AutoresEric Sandoval (0000-0001-9301-3342, Tokyo College of Music, autor correspondente)
Ano2016
Volume13
Fascículo3
Páginas238-251
Data de publicação2016-09-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2016.1234647
OpenAlexW2526493589
IdiomaEN
Citações recebidas6
Referências citadas22

This article examines the potential role of music education in peacebuilding, specifically concentrating on issues of structural, indirect violence often unwittingly perpetuated through Eurocentric music curricula. I point out that such violence occurs not only in curricula that represent only European classical traditions, but moreover in the pedagogical practices or the ways in which music is represented. I draw on Walter Mignolo’s work on the decolonizing project as well as David Hansen’s theories of cosmopolitan education to theorize what a decolonized music education might look like. Ultimately, I turn to Mignolo’s encouragement of pluriversal cosmopolitanism to develop my own ideas of what a cosmopolitan music education might look like, how it contributes to decolonizing, and thus how it might foster peacebuilding at the levels of both structure and the individual student

Cosmopolitanism · Curriculum · Epistemology · Music education · Peacebuilding · Pedagogy · Political economy · Political science · Politics · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Peace and Human Rights Education · Philosophy