scholarly journals African Identity & globalization in Music Education approaches The ‘African’ in the Global Music Education Discourse: Towards identification and implementation

2021 ◽  
Vol 46 (1) ◽  
pp. 6-15
Author(s):  
Emily Akuno
Keyword(s):  
Music Education ◽  
African Identity ◽  
Education Discourse

Musical Creativity and “the Police”

2015 ◽  
pp. 317-339
Author(s):  
Panagiotis Kanellopoulos
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Educational Policies ◽  
Work Related ◽  
Musical Creativity ◽  
Education Discourse

This chapter suggests a framework for understanding how neoliberal educational agendas are gradually seizing modernist, progressivist, and child-centric notions of (musical) creativity, while imperceptibly depriving them of their potential for countering educational injustices. Furthermore, it is argued that the renewed emphasis on creativity in education does not aim at counterbalancing performativity-centered educational policies but is (a) a response to the emergent entrepreneurial turn in education, and (b) a sign of recognition of creativity as a work-related value. The chapter elaborates on how music education discourse on creativity is gradually being appropriated within this entrepreneurial, performativity-oriented climate. Finally, it is argued that music education may still be able to advance a vision of creative engagement that addresses issues of social justice in forms of prefigurative pedagogies of an activist orientation.

scholarly journals What if Freire Had Facebook? A Critical Interrogation of Social Media Woke Culture Among Privileged Voices in Music Education Discourse

2021 ◽  
Vol 20 (1) ◽  
pp. 16-52
Author(s):  
William J. Coppola
Keyword(s):  
Social Media ◽  
Music Education ◽  
Paulo Freire ◽  
Music Educators ◽  
Ivory Tower ◽  
Education Professionals ◽  
Alive Today ◽  
Shared Humanity ◽  
Education Discourse

In this paper, I critique the ways in which music education professionals—especially the privileged voices within our field—engage in dialogue through social media outlets such as Facebook. While social media has become a valuable and ubiquitous discursive tool within our field, especially in that it theoretically removes the “ivory tower” of dialogue in academia, here I critique its darker side. Were he alive today, I question how philosopher Paulo Freire would respond to the dialogical opportunities afforded by social media and the emergence of “woke culture.” Particularly when engaging in the work of antiracism, I highlight how privileged music educators can silence any dialogue through their hostility or fragility alike through various forms of call-out culture, cancel culture, virtue signaling, and tone policing. I draw upon the full corpus of Freire’s works to examine the overall veracity of these approaches to antiracist efforts and offer that Freire’s pedagogy was interminably rooted in humility, love, and the pursuit of shared humanity.

scholarly journals Campos criativos pedagógico-musicais nas bordas da cidade negra, atravessada por urbanidades e escolaridades brancas

2021 ◽  
pp. 1-26
Author(s):  
Katharina Doring
Keyword(s):  
Qualitative Research ◽  
Rural Education ◽  
Music Education ◽  
Longitudinal Research ◽  
Theory And Practice ◽  
Research Project ◽  
African Identity ◽  
And Performance ◽  
Brazilian History ◽  
Afro Brazilian

The author creates a dialogue between rural education and music education in (semi-)urban black contexts, to establish a triangulation between music education, the teaching of Afro-Brazilian history and culture and the specificities of rural, urban and peripheral in terms of diverse racial and sociocultural identities, which has been very little taken into account, both in the areas of music education and in the areas of rural education. The methodology takes place in two different moments, proposing a dialogue between a first experience of engaged research in music education, in the old neighborhood of Palafitas in Alagados – Uruguai in Salvador, and the current research project Koringoma (UNEB), directed by the author, which through the tools of qualitative research, has been dedicated to mapping and studying black musical and socio-educational territories in Salvador and region. The narrative connects with a kind of longitudinal research, which has been resuming and claiming the debate on a theory and practice of music education for over 20 years, based on the diverse sound and performance knowledge and roots of African identity. It also debates possible paths in education for the diversity of musicalities and corporeality in Bahia, questioning the separation between urbanity and rurality in rural education, with regard to peripheral black cultures and musicalities.

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