Innovative and disruptive pedagogies in music education: A systematic review of the literature

Abstract

This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and disruption in music education using this method. The purpose of this study is to present an example of how to do an SLR and to share the findings of the review itself. We also provide a snapshot based on a tight SLR process of some instances of innovation in music education that, in some way, are drawing the paths to be followed in future investigations. According to the categories of innovation that we have established to analyze our corpus of papers, disruption is produced by modifying four fundamental factors in the act of learning (purpose and context learning, teacher/student relationship, and learner role). These factors can contribute to developing a more flexible and open curricula incorporating a holistic, collaborative, and interdisciplinary vision of learning. We consider that the value of this study lies in reflecting a systematic methodological process for the analysis of the scientific literature as well as the findings.

Teorías y prácticas educativas contrahegemónicas. Sobre la pedagogía disruptiva

“…36, 2, jul-dic, 2024, pp. 1-20 [últimos Lo disruptivo, responde a una actitud trasgresora y radical (Olvera et al, 2023) que tiene el propósito de mejorar los procesos educativos, transformar la vida escolar en un sentido amplio (Cortés et al, 2020) y promover aprendizajes transformadores (Acaso et al, 2015), esto es, desarrollar otras formas de aprender, otros modelos educativos (Valles-Baca y Acosta, 2022) y propuestas para construir otras epistemologías. Con este propósito en el horizonte, los procesos disruptivos vinculan los procesos de enseñanza y aprendizaje con la realidad en la que se encuentran inmersos los y las estudiantes ( Johson, 2011) y tienen el propósito de transformar las metodologías, los espacios escolares y las jerarquías de poder del aula.…”