The Day after Music Education

dc.creatorRosabal Coto, Guillermo
dc.date.accessioned2020-02-05T21:48:41Z
dc.date.accessioned2022-10-20T01:03:45Z
dc.date.available2020-02-05T21:48:41Z
dc.date.available2022-10-20T01:03:45Z
dc.date.created2020-02-05T21:48:41Z
dc.date.issued2019
dc.identifierhttp://act.maydaygroup.org/act-18-3-rosabal-coto/
dc.identifier1545-4517
dc.identifierhttps://hdl.handle.net/10669/80475
dc.identifier10.22176/act18.3.1
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4537676
dc.description.abstractThis special issue is framed conceptually and contextually, and expands on the theorization undertaken by authors from a North-South border perspective. In the first section, I explain foundational decolonial terms, while I suggest political meanings and implications of the rising interest in decolonization in music education scholarship. In the following section, I discuss practical challenges brought by Western-based ontology and epistemology in music socialization, from my particular border position as colonized/colonizer. I close the article with a call for decolonization for music education practitioners, and researchers in both the global North and South.
dc.languageen_US
dc.sourceAction, Criticism, and Theory for Music Education, vol. 18(3), pp.1-24
dc.subjectColoniality
dc.subjectDecolonization
dc.subjectInner colonialism
dc.subjectMusic education
dc.subjectMusic socialization
dc.subjectColonialidad
dc.subjectDescolonización
dc.subjectColonalismo interno
dc.subjectEducación musical
dc.subjectSocialización musical
dc.titleThe Day after Music Education
dc.typeartículo científico


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