(Re)centering Indigenous Perspectives in Music Education in Latin America

Autor/in	Vázquez Córdoba, Héctor Miguel
Titel	(Re)centering Indigenous Perspectives in Music Education in Latin America
Quelle	In: Action, Criticism, and Theory for Music Education, 18 (2019) 3, S.200-225 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Foreign Countries; Indigenous Knowledge; Music Education; Social Bias; Foreign Policy; Ethnocentrism; Land Settlement; World History; Knowledge Level; Cultural Influences; Ideology; South America + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Außenpolitik; Ethnozentrismus; Siedlungsraum; Weltgeschichte; Wissensbasis; Cultural influence; Kultureinfluss; Ideologie; Südamerika
Abstract	Indigenous knowledge has been marginalized and excluded through a system based on a worldview that perpetuates colonialism. The actions and attitudes of nation-states and academic bodies deem, recognize, and value certain ways of knowing as "superior," which marginalizes knowledge from Indigenous cultures. Considering an educational philosophy that puts the knowledge and worldviews of local cultures at its heart is an urgent step towards changing this situation. In this text, I discuss the implementation of Styres's (2017) Land-centred philosophical proposal in music education. This approach is built on the understanding that Indigenous knowledge has the same value as knowledge that comes from hegemonic Western centres. This perspective proposes to disrupt the role of Eurocentrism that accepts or rejects different ways of knowing and (re)centers Indigenous knowledge and worldviews. (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01