Toward a Decolonial Sociology for Music Learners

Abstract

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.