Potential contributions of music education to peacebuilding

Curricular concerns

Datos Bibliográficos

ID12876256
AutoresEric Sandoval (0000-0001-9301-3342, Tokyo College of Music, autor de correspondencia)
Año2016
Volumen13
Número3
Páginas238-251
Fecha de publicación2016-09-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2016.1234647
OpenAlexW2526493589
IdiomaEN
Citas recibidas6
Referencias 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