The Day after Music Education
artículo original
Fecha
2019Autor
Rosabal Coto, Guillermo
Metadatos
Mostrar el registro completo del ítemResumen
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.
External link to the item
10.22176/act18.3.1Colecciones
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