This article introduces the special issue about decolonial music education the authors have edited, while presenting some core concepts of the "moder nity / coloniality" framework and approaching them on the music education realm. Particularly, it provides some basis of a theoretical per spective to under stand instituted for ms of music education in Latin America as derived from the moder n civilizatory project, Besides, this framework allows to rescue, visualize and understand, as well as imagine and configure, music education experiences that offer resistance to such process and p r o m o t e e p i s t e m o l o g i c a l alternatives. As a presentation of this special issue the article also proposes some keys for reading the papers that follow it.
. Puede copiarla, distribuirla y comunicarla públicamente siempre que cite su autor y la revista que lo publica (Epistemus -Revista de estudios en Música, Cognición y Cultura), agregando la dirección URL y/o un enlace a este sitio: http://revistas.unlp.edu.ar/Epistemus. No la utilice para fines comerciales y no haga con ella obra derivada. La licencia completa la puede consultar en https://creativecommons.org/licenses/by-nc-nd/4.0/ para las ciencias cognitivas de la musica sociedad argentina Universidad de Costa Rica GUILLERMO ROSABAL-COTO
La versión de "El Sistema" en Costa Rica:Una perspectiva desde la etnografía postcolonial institucional 1 En este artículo sugiero que el SINEM -la versión costarricense de El Sistema venezolano -articula un discurso de desarrollo que legitima políticas neoliberales que rigen el mercado internacional del siglo XXI, en el cual Costa Rica figura solamente como un subalterno. Planteo que tal articulación contribuye a perpetuar nociones y prácticas que se fundaron en el período colonial y que han sostenido el imaginario de la identidad nacional costarricense desde el siglo XIX. Para demostrarlo, llevo a cabo un análisis teórico por medio de la etnografía postcolonial institucional.
Resumen Palabras Clave:postcolonialismo, neocolonialismo, etnografía postcolonial institucional, educación musical en Costa Rica, SINEM
This chapter introduces the purpose, warrant, and contents of the book Sociological Thinking about Music Education: International Intersections, namely that sociological thinking can help us understand the meanings of music learning and teaching in the context of the communities and societies where they occur. The chapter sets the stage for the collection with autobiographical narratives of the editors’ diverse pathways into sociological thinking. Following a brief survey of the origins of current sociological thinking about music education, which emphasizes perspectives from beyond the Global North, the chapter engages readers with summaries of the enticing chapters that are featured in the text. The chapter concludes by summarizing the ways this collection expands the interdisciplinary field of music education and invites readers to use their own sociological imaginations to interrogate and reimagine the “givens” in music education.
This chapter begins by asking: Why should issues of colonization matter to music education? Next, it challenges readers to consider traditional Euro-American music education from the perspective of the colonized. After providing a thorough overview of foundational concepts for decolonization, it guides readers through an itinerary to address music learning socialization in Latin America. From the perspective of a learner and teacher as well as colonist and colonized, the chapter concludes by introducing postcolonial institutional ethnography as a method for investigating unexamined colonialism in institutional music education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.