Towards a Transformative Music Education: A Collaborative Autoethnography in the Spanish University Context
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| Title: | Towards a Transformative Music Education: A Collaborative Autoethnography in the Spanish University Context |
|---|---|
| Language: | English |
| Authors: | Iskandar Rementeria Arnaiz, María Paz López-Peláez Casellas, Cristina Arriaga Sanz |
| Source: | Music Education Research. 2026 28(1):120-130. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Foreign Countries, Music Education, College Faculty, Preservice Teacher Education, Teacher Role, Social Environment, Context Effect, Transformative Learning, Elementary Education, Barriers, Course Content |
| Geographic Terms: | Spain |
| DOI: | 10.1080/14613808.2025.2565151 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | In recent years, the benefits of adopting a transformative pedagogy in various areas of music education have been highlighted. From this perspective, the possibilities for transformation pertain not only to education itself but also to the individuals involved and the social context to which they belong. However, despite the theoretical knowledge about transformative music education available within the Spanish university context, challenges remain in its implementation, affecting both educators and future primary music teachers. As university music education professors, the three authors conducted a collaborative autoethnography to collectively examine their positions and beliefs regarding transformative music education, as well as the challenges they face within the Spanish university system. To this end, they shared their teaching experiences in initial teacher training through interviews, whose data were categorised and subsequently analysed under three themes: the role of the teacher, the content addressed, and music education in its social context. The findings highlight the importance of establishing a dialogic and process-oriented relationship between teacher and student, grounded in continuous critical reflection, democratic principles, and collaborative experimentation tailored to a given context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505643 |
| Database: | ERIC |
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