Integrating Musical Education in the Pluricultural Spanish Context
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Integrating Musical Education in the Pluricultural Spanish Context María del Mar Bernabé Villodre 1 # Springer Nature B.V. 2020
Abstract Primary school music classrooms need to adapt to the emerging educational needs of an increasingly pluricultural student body. This article analyzes different educational approaches that address cultural diversity through music, showing how teachers need to be trained in intercultural education to avoid developing interventions that do not respond to the intercultural needs of their student bodies. The different music education approaches analyzed attest to both the enormous progress made in intercultural learning in the music classroom—and to the continuing need for more development of this area. Keywords Globalization . Pluricultural contexts . Music . Intercultural education .
Multicultural education
Introduction In a pluricultural context, the holistic educational process cannot be successful for students if their teachers are not familiar with the theoretical framework related to cultural diversity. This conviction has led to a review of the principal concepts in the field, as a starting point for the subsequent analysis of the different resources and approaches used in educational settings that are (considered) intercultural. Educators need knowledge on the terminology and theory supporting these strategies, because the lack thereof implies an incorrect application of the interventions. Indeed, the current educational process is a true challenge for faculty (Linaza 2006) because meeting the intercultural expectations of current legislation means that teaching methodologies must be increasingly based on communication, cooperation, and interaction with the student body (Rincón and Vallespir 2008). Among the questions that all teachers initially ask themselves when organizing the learning process in the classroom is the concept of culture: How should I educate the * María del Mar Bernabé Villodre [email protected]
1
University of Valencia, Valencia, Spain
del Mar Bernabé Villodre M.
students? What values do I need to transmit to mold socially competent citizens? The UNESCO (1982) defines culture as that which allows people to reflect on themselves and develop their human qualities, including reason, a critical spirit, and an ethical commitment. Thus, the term refers to the behaviors and lifestyle that a society acquires as a group of people develop patterns of thought, action, feelings, and communication. These patterns affect social and family relationships and are unrelated to genetics; rather, they are influenced by historical developments and the education they receive throughout their childhood (Bernabé 2012b). After pondering these questions, teachers must then examine the reality of their classroom, that is, how they can meet the needs of their students. But is their student body culturally homogeneous? At this point, pluriculturalism comes into play: Azurmendi (2002) considers pluriculturalism to be a group of cultures that coincide in space: if intercultu
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