Presented at the Sixth International Symposium on the Sociology of Music Education. This paper explores concepts of transformation and liberation from Paulo Freire's Pedagogy of the Oppressed as they might be applied to contemporary music education policy and practice.
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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper explores concepts of transformation and liberation from Paulo Freire's Pedagogy of the Oppressed as they might be applied to contemporary music education policy and practice.
Physical Description
19 p.
Notes
Abstract: First published over forty years ago in 1968, Paulo Freire’s Pedagogy of the Oppressed was considered seminal to movements of education as social action. In this paper I will explore Freire’s concepts of transformation and liberation, as they might be applied to contemporary music education policy and practice. By comparison with a more extensive engagement in other areas of cultural production and education (notably, in theatre and in drama education) such issues have not generally been at the forefront of music and music education discourse. At the same time, recent years have witnessed significant movements that include: a) a growth in community-based music education and performance; b) grounded approaches to music pedagogy that draw on informal learning practices; c) among some governments and other national agencies, policies that strive to integrate artistic, educational and social missions – the most spectacular contemporary example perhaps being El Sistema in Venezuela. Drawing on Freire’s theory, I will interpret some key aspects from these various movements that could contribute to further debate on role of critical pedagogy discourse in music education.
Publication Title:
Proceedings of the Sixth International Symposium on the Sociology of Music Education
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This paper is part of the following collection of related materials.
International Symposium on the Sociology of Music Education (ISSME)
This biennial symposium draws together music education academics from around the world to discuss issues, practices, and perspectives focusing on connecting music learning and other music experiences with the lives, values, identities, and communities of those involved. Included in the collection are papers from the symposium.
