Questioning coloniality in music education

Abstract

This paper proposes a theoretical frame of reference to reflect on coloniality in musical pedagogy. First, coloniality is addressed as the matrix of power and Eurocentrism as a form of cultural domination. The meaning of “the American” is re-elaborated, proposing to think of it as a result of these relations of power and dominion. This approach is articulated with the notion of stratified crossbreeding, proposing to understand American identity and, in particular, American music, as part of the symbolic economy of cultural goods. Finally, based on the elements presented, we seek to generate questions that guide decision-making in the pedagogical practices of music teachers from and to Our Americas.