La música como vehículo para la educación intercultural en Infantilun estudio de caso

  1. Parejo, José Luis 1
  2. Monreal-Guerrero, Inés María 1
  3. Acosta de la Fuente, María Eugenia 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Revista:
Artseduca

ISSN: 2254-0709

Año de publicación: 2020

Número: 26

Páginas: 30-45

Tipo: Artículo

DOI: 10.6035/ARTSEDUCA.2020.26.3 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Artseduca

Objetivos de desarrollo sostenible

Resumen

The cultural diversity nowadays demands a teaching commitment so that every student, whatever their characteristics and origin may be, are able to choose the best possible education. We set out a research project focused on music as a tool that encourages multicultural education inside a preschool classroom in Segovia (Spain). We chose a case study as the methodological design, which is included inside the qua- litative-interpretative approach. In order to fulfill the investigation, an intervention project was created and designed so that we could collect information through interviews (conversations with the childhood), active observation, media resources, the class journal and the researcher journal. From the results’ triangulation, an analysis and discussion were made, and we observed that music in multiculturalism contexts leaded to certain behaviors and attitudes as respect, acceptance of differences, positive interactions between stu- dents or more participation in the activities.

Referencias bibliográficas

  • Abril, C.R. (2013). Toward a more culturally responsive general music classroom. General Music Today, 27(1), 6-11. https://doi. org/10.1177/1048371313478946
  • Amaro, A. (2014). Metodología de trabajo inclusiva en una zona de exclusión social. Compensación educativa e Interculturali- dad. Historia Y Comunicación Social, 19, 649– 659. https://doi.org/10.5209/rev_ HICS.2014.v19.45167
  • Aróstegui, J. L. (2011). Por un currículo con- trahegemónico: de la educación musical a la música educativa. Revista Da ABEM, 19(25), 19–29. Retrieved from https://doi. org/10.5209/RECIEM.54777
  • Banks, J.A. (ed.) (2017). Citizenship Educa- tion and Global Migration: Implications for theory, research, and teaching. Washington, DC: American Educational Research Association.
  • Barrett, M. S. (2016). Attending to “culture in the small”: A narrative analysis of the role of play, thought and music in young chil- dren’s world-making. Research Studies in Music Education, 38(1), 41–54. https://doi. org/10.1177/1321103X15603557
  • Barth, R. (2002). The Culture Builder. Educational Leadership, 59(8), 6–11. https://doi. org/10.1007/978-3-642-13358-9
  • Belz, J. (2006). Opening the doors to diverse traditions of music making: Multicultural music. Music Educators Journal, 92, 42–45.
  • Bernabé, M. del M. (2012). Importancia de la música como medio de comunicación intercultural en el proceso educativo. Teoría Educativa, 2(24), 107–127.
  • Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Jour- nal of Intercultural Relations, 29(6 SPEC. ISS.), 697–712. https://doi.org/10.1016/j. ijintrel.2005.07.013
  • Besalú, X. (2006). Inmigración y edicación. El papel del maestro ante la inmigración. Edu- car(NOS), (35), 10–13.
  • Besalú, X., & Tort, J. (2009). Escuela y sociedad multicultural. Sevilla: MAD.
  • Biber, K. (2016). The Effects of Folk Dance Tra- ining on 5-6 Years Children’s Physical and Social Development. Journal of Education and Training Studies, 4(11), 213–226. ht- tps://doi.org/10.11114/jets.v4i11.1820
  • Botella, A. M., Fernández, R., Minguez, X., & Martínez, S. (2015). La música como instrumento de interculturalidad. Una propuesta didáctica a través del folklore. Revista de Folklore, (401), 59–70. Retrieved from http://hdl.handle.net/10550/47878
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualita- tive Research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (3rd ed., pp. 1–32). Thousand Oaks, CA: SAGE Publications.
  • Echeita, G. (2008). Inclusión y exclusión edu- cativa. “Voz y quebranto.” REICE, Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 6(2), 9–18.
  • Echeita, G., & Ainscow, M. (2011). La edu- cación inclusiva como derecho. Marco de referencia y pautas de acción para el desa- rrollo de una revolución pendiente. Tejuelo: Didáctica de La Lengua Y La Literatura, (12), 26–46.
  • Elliott, D. (1989). Key Concepts in Mul- ticultural Music Education. Internatio- nal Journal of Music Education, 13(1), 11–18. Retrieved from https://doi. org/10.1177/025576148901300102
  • Elliott, D. (1990). Music as Culture: Toward a Multicultural Concept of Arts Education. Source: The Journal of Aesthetic Education, 24(1), 147–166. Retrieved from https://doi. org/10.2307/3332862
  • Gimeno, J. (2002). Hacerse cargo de la he- terogeneidad. Cuadernos de Pedagogía, (311), 52–55. Retrieved from http://edu- car.unileon.es/Antigua/Didactic/Temas/ CdP31102.pdf
  • González Ben, A. (2018). Here is the Other, Coming/Come In: An Examination of Spain’s Contemporary Multicultural Music Education Discourses. Philosophy of Music Education Review, 26(2), 118-138.
  • González, O. (2010). Una experiencia de cu- rriculum musical intercultural. Música Y Edu- cación, 81, 18–33.
  • Grandon, T. (2011). Informing with the Case Method: a guide to case method Research, Wrtiting and Facilitation. California: Infor- ming Science Press.
  • Grant, H. (2016). Rainstorm Activities for Early Childhood Music Lessons Inspi- red by Teachable Moments. General Music Today, 30(1), 11–15. https://doi. org/10.1177/1048371316638129
  • Guilherme, M. (2000). Intercultural compe- tence. In M. S. Byram (Ed.), Routledge En- cyclopedia of Language Teaching and Lear- ning (pp. 298–300). London and New York: Routledge Taylor and Francis Group.
  • Hallermann, S., Larmer, J., & Mergendoller, J. R. (2016). PBL in the Elementary Grades: Step-by-step guidance, tools and tips for standards-focused. Place of publication not identified: Buck Institute for Education.
  • Howard, K. (2018). The Emergence of Chil- dren’s Multicultural Sensitivity: An Elemen- tary School Music Culture Project. Journal of Research in Music Education, 66(3) 261 –277. doi: 0.1177/0022429418784594.
  • Joseph, D. (2012). Sharing ownership in mul- ticultural music: A hands-on approach in teacher education in South Africa. Austra- lian Journal of Music Education, (2), 10–19.
  • Lines, D. K. (2009). La importancia y el trabajo cultural en la música y en la educación mu- sical. In D. K. Lines (Ed.), La educación mu- sical para el nuevo milenio (pp. 91–101). Madrid: Morata.
  • Lortat-Jacob, B. (2006). Concord and dis- cord: Singing together in a Sardinian Bro- therhood. In Chorus and community (pp. 87–110). Urbana and Chicago: University of Illinois Press.
  • Mark, M. L., & Madura, P. (2010). Music edu- cation in your hands. An introduction for fu- ture teachers. New York: Routledge Taylor and Francis Group.
  • Martí, J. (2003). El aula de Música ante el reto de la interculturalidad. Cuadernos de Peda- gogía, 328(April), 48–55.
  • Merriam, A. P. (1964). The Anthropology of Mu- sic. Evanston: Northwestern University Press.
  • Molina, E. (2013). La construcción de la infan- cia de origen amazigh en la escuela: estu- dio de caso en la ciudad de Melilla (Thesis, Universidad de Granada). Retrieved from http://hdl.handle.net/10481/23796
  • Nethsinghe, R. N. (2012). A snapshot: multi- cultural music teaching in schools in Victo- ria, Australia, portrayed by school teachers. Australian Journal of Music Education, (1), 57– 70. Retrieved from http://jproxy. lib.ecu.edu/login?url=http://search.ebs- cohost.com/login.aspx?direct=true&db =ehh&AN=86150520&site=ehost-live
  • Nettl, B. (2013). What are the great discoveries of your field? International Journal of Educa- tion & the Arts, 14(S.I. 1.3), 1–9. Retrieved from http://www.ijea.org/v14si1/
  • Ortiz, M. A., & Ocaña, A. (2004). ¿Música intercultura o “intermusicalidad”? Música Y Educación, (58), 51–66. Retrieved from https://www.researchgate.net/publica- tion/39208675_Musica_intercultural_o_in- termusicalidad
  • Pérez-Aldeguer, S. (2013). El desarrollo de la competencia intercultural a través de la educación musical: una revisión de la lite- ratura. Revista Complutense de Educación, 24(2), 287–301. Retrieved from https:// doi.org/10.5209/rev_RCED.2013.v24. n2.42080
  • Robinson, M. (2010). Crossing Borders: Ad- ding Cultural Diversity to Music Education Expands Horizons for All. Teaching Music, 18(3), 38-43.
  • Simons, H. (2009). Case study research in practice. California: SAGE publications.
  • Spradley, J. P. (2016). Participant observation. USA: Waveland Press.
  • Stake, E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (3rd ed., pp. 443–465). Thousand Oaks, CA: SAGE Publications.
  • Starkey, H. (2012). Human rights, cosmopoli- tanism and utopias: implications for citizens- hip education. Cambridge Journal of Educa- tion, 42(1), 21-35.
  • UNESCO. (2009). Invertir en la diversidad cultural y el diálogo intercultural. Retrie- ved from http://unesdoc.unesco.org/ima- ges/0018/001847/184755S.pdf
  • Vuoskoski, J., Clarke, E. F., & DeNora, T. (2016). Music listening evokes implicit affi- liation. Psychology of Music, 45(4), 584– 599. Retrieved from https://doi.org/https:// doi.org/10.1177/0305735616680289
  • Wong, K.Y., Pan, K.Ch. & Shah, S.M. (2016). Generalmusic teachers’ attitudes and practices regarding multicultural mu- sic education in Malaysia. Music Edu- cation Research, 18(2). 208-223. Doi: 10.1080/14613808.2015.1052383
  • Yin, R. (2009). Case Study Research. Califor- nia: SAGE Publications.
Fuente de los datos: Dialnet