Transformation and Liberation in 21st Century Music Education (?)

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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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19 p.

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O'Flynn, John July 2009.

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This paper is part of the collection entitled: International Symposium on the Sociology of Music Education (ISSME) and was provided by UNT College of Music to Digital Library, a digital repository hosted by the UNT Libraries. More information about this paper can be viewed below.

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UNT College of Music

The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.

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Description

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.

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  • International Symposium on the Sociology of Music Education, July 5-9, 2009. Limerick, Ireland.

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  • Publication Title: Proceedings of the Sixth International Symposium on the Sociology of Music Education

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International Symposium on the Sociology of Music Education (ISSME)

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  • July 2009

Added to The UNT Digital Library

  • Nov. 28, 2018, 5:21 p.m.

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O'Flynn, John. Transformation and Liberation in 21st Century Music Education (?), paper, July 2009; Dublin, Ireland. (digital.library.unt.edu/ark:/67531/metadc1390611/: accessed December 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Music.