NGOs as a framework for an education in and through music: Is the third sector viable?

Abstract

This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”

A scoping review of international mindedness and related concepts in music education, 2000–2020

“…I found two studies, with a music education focus, that explore international development (Petrie, 2020; Schmidt, 2014). Petrie (2020) investigated the impact of music and dance instruction in senior high schools (SHS) in Ghana.…”

“…Schmidt (2014) explored the functioning of NGOs throughout Brazil that focus on music, education and cultural development. In particular, he investigated three NGOs, representative of a larger sample, in order to understand ‘the possibilities of NGOs in music education at large’ (p. 36).…”

“…She contended that the Ghanaian educational system should consider the benefits of music and dance education alongside other subject areas, as they undergo a period of education reform. Schmidt (2014) explored the functioning of NGOs throughout Brazil that focus on music, education and cultural development. In particular, he investigated three NGOs, representative of a larger sample, in order to understand 'the possibilities of NGOs in music education at large' (p. 36).…”

Visible, legitimate, and beautiful justice: A case study of music education formalization within a Haitian NGO

“…NGOs also have complex relationships with power, justice, and oppression. NGOs can “[function] as a synergic force between communities and their members … [and] as an impetus toward educational adaptation” (Schmidt, 2014, p. 32). On the other hand, NGOs may further oppression through representations of the other (Dogra, 2012; Lissner, 1981) and systems of distanced power (Schuller, 2012).…”

Editorial Introduction: Recognizing the Rural

“…Such curric-ula, they contend, help disaffected students appreciate and invest in their communities, hopefully contributing to their sustainability and flourishing (Gruenewald 2003a(Gruenewald , 2003bTheobald and Nachtigal 1995). Although place-based strategies may be effectively adapted for use in any geographic location for any subject area (see Stauffer 2009 andSchmidt 2014 for the application of place-based strategies in metropolitan areas with regards to music education), their application is especially suited to multi-graded classrooms in small rural schools where a holistic, thematic approach may be more viable than one that is grade-specific.…”