The Day after Music Education
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Fecha de Publicación: | 2019 |
| Descripción: | This special issue is framed conceptually and contextually, and expands on the theorization undertaken by authors from a North-South border perspective. In the first section, I explain foundational decolonial terms, while I suggest political meanings and implications of the rising interest in decolonization in music education scholarship. In the following section, I discuss practical challenges brought by Western-based ontology and epistemology in music socialization, from my particular border position as colonized/colonizer. I close the article with a call for decolonization for music education practitioners, and researchers in both the global North and South. |
| País: | Kérwá |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Kérwá |
| OAI Identifier: | oai:kerwa.ucr.ac.cr:10669/80475 |
| Acceso en línea: | http://act.maydaygroup.org/act-18-3-rosabal-coto/ https://hdl.handle.net/10669/80475 |
| Palabra clave: | Coloniality Decolonization Inner colonialism Music education Music socialization Colonialidad Descolonización Colonalismo interno Educación musical Socialización musical |