Music education, epistemocracy, and postcovid-19
DOI:
https://doi.org/10.7203/LEEME.47.17550Keywords:
Music Education, Music Teacher Training, Precariousness, European Higher Education Area.
Abstract
As an academic area, Music Education is obliged to maintain a singular balance within the Spanish university, a situation that has run parallel to the fate of music as a curricular subject displaced to the margins, both in Primary and Secondary Education. This status of permanent precariousness has come to be taken for granted as a consequence of the imposition of rules of the game by the hegemonic areas, to which we must now add the consequences resulting from the pandemic caused by covid-19, which only will help to further accentuate the gap between academic areas. In the framework of a critical pedagogy and with the help of the theory of the performative interpreted from an educational position, this study reflects on the causes of this situation with the aim of highlighting the tensions to which Spanish Music Education is subjected, tensions that prevent its progress in the context of the European Higher Education Area. For this, it is urgent to recognize and accept the differences and imagine other ways of thinking and doing university from the diversity of the areas of knowledge and not from the imposition of current hegemonic thought. It is the intention of this work to incite scientific debate from an area marked for banishment to the outskirts of knowledge as a consequence of segregating educational policies.
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