The educational perspectives presented by Paulo Freire have been thoroughly analyzed and linked to the general education of children in urban America. Additional studies have focused on Freire’s pedagogy in higher education. Nevertheless, the number of studies that have examined music education and the pedagogy of music teaching and learning as a kind of pedagogy of emancipation are far more restricted, have become available only recently and are still not widely dispersed or read. In this article, Freirian concepts serve to develop frameworks that define the philosophy of a Critical Pedagogy for Music Education. This new conception borrows from Freire’s texts, and delineates practices believing that real learning to take place only if students and teachers alike are changed in and by the process of education.
"Music Education as Transformative Practice: Creating New Frameworks for Learning
Music through a Freirian Perspective,"
Visions of Research in Music Education: Vol. 6, Article 2.
Available at: https://opencommons.uconn.edu/vrme/vol6/iss1/2