Logo Lanfrica
  • Accueil
  • Atlas
  • Analyses
  • Documentation
  • Sign in

© 2026 Lanfrica. Tous droits réservés. Tous les droits d'auteur des ressources affichées sur le site Web Lanfrica appartiennent aux détenteurs de droits d'auteur d'origine, sauf indication contraire explicite.

Crossing Borders, Unlearning Norms: Episto-Musical Pedagogy as Decolonial Praxis

Domaine:

education
Créateur:
Aut
Éditeur:
gjrpublication
Hôte:avatar
This research examines how Episto-Musical Pedagogy Theory (EMPT), a teaching approach grounded in African traditions of rhythm, storytelling, and musical expression, can help reshape school curricula to be more inclusive and culturally responsive. Linked to Sustainable Development Goal 4 (Quality Education), the study challenges the dominance of Western education models that often ignore non-Western oral and sound-based ways of knowing. It asks: How can EMPT support curriculum change across regions by promoting learning that reflects diverse cultural experiences? Using a desk-based critical and comparative analysis of curriculum and classroom practices in postcolonial contexts, the study compares EMPT with mainstream models, such as Formalist and Cognitive approaches. Findings show that sound and embodied knowledge can play a powerful role in decolonizing education and restoring indigenous voices. This study contributes to global education theory by offering actionable insights for curriculum reform, teacher training, and policy, especially in communities seeking to reclaim educational sovereignty and honor their cultural heritage. 

Visit

doi.orgzenodo.org

Licenses

Creative Commons Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/legalcode

Similaires

Intergenerational Transmission of Adungu (Bow-Harp) Musical Knowledge in Bweyale-Karuma, Uganda: A Phenomenological Study of Indigenous Pedagogy, Embodied Learning, and Decolonial PraxisEpisto-Musical Pedagogy Theory: A Framework for Decolonizing African Indigenous Knowledge and Curriculum Reform through Sound and StoryTowards a Decolonial Feminist Performance Praxis: An Exploration of Performance and Women's Leadership in Botswana Towards a Decolonial Feminist Performance PraxisCreating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education moduleForegrounding ‘Fallism’ and its Praxis Within the Context of Decolonial and Critical TheoryPerforming antagonisms and crossing gender boundaries through body praxis in the Bukusu circumcision ritual

Intergenerational Transmission of Adungu (Bow-Harp) Musical Knowledge in Bweyale-Karuma, Uganda: A Phenomenological Study of Indigenous Pedagogy, Embodied Learning, and Decolonial Praxis

The Adungu, a multi-stringed arched bow-harp indigenous to the Al

Episto-Musical Pedagogy Theory: A Framework for Decolonizing African Indigenous Knowledge and Curriculum Reform through Sound and Story

This article theorizes and introduces Episto-Musical Pedagogy Theory as a transformative Afrocentric

Towards a Decolonial Feminist Performance Praxis: An Exploration of Performance and Women's Leadership in Botswana Towards a Decolonial Feminist Performance Praxis

This dissertation reflects on a research process that explores how performance can foster women’s le

Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module

Abstract Despite a renewed interest in educational practices to develop future music educators in S

Foregrounding ‘Fallism’ and its Praxis Within the Context of Decolonial and Critical Theory

This article places the #RhodesMustFall movement in its proper context as a pivotal moment that shar

Performing antagonisms and crossing gender boundaries through body praxis in the Bukusu circumcision ritual

The aim of this paper is to discuss how the Bukusu perform antagonisms and cross-gender boundaries t