Intercultural Music Education: A Systematic Literature Review
This article presents a systematic literature review on intercultural music education, conducted under a qualitative-interpretive paradigm, with the objective of identifying approaches, advances, and challenges in its implementation across diverse contexts. This research begins by acknowledging a pe...
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| 主要な著者: | , |
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| フォーマット: | Online |
| 言語: | スペイン語 |
| 出版事項: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| 主題: | |
| オンライン･アクセス: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3424 |
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| 要約: | This article presents a systematic literature review on intercultural music education, conducted under a qualitative-interpretive paradigm, with the objective of identifying approaches, advances, and challenges in its implementation across diverse contexts. This research begins by acknowledging a persistent issue: the limited integration of cultural diversity in music education processes in both formal and non-formal settings. This omission restricts the transformative potential of music as a means of dialogue, inclusion, and belonging. Based on the analysis of 53 studies in the field of music education, four thematic axes were identified: foundations of intercultural music education, pedagogical strategies, teacher training, and methodological challenges. The thematic analysis revealed a transition from multicultural perspectives towards participatory pedagogical approaches that are sensitive to territorial contexts and committed to cultural justice. Among the findings, noteworthy experiences include collaborative work with communities, the integration of indigenous repertoires, the critical use of technologies, and the evaluation of intercultural competences through qualitative methodologies. This study concludes that it is urgent to strengthen teacher training, design contextually grounded materials, and promote inclusive educational policies that recognize the cultural and sonic richness of peoples. This review serves as a foundation for future research and pedagogical proposals grounded in local realities. |
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