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McConnachie, Boudina:
Decolonising African musical arts education : challenges, innovations, and the case for a sustainable framework.
In: Critical African Studies.
Bd. 18
(2026)
Heft 2
.
- S. 235-252.
ISSN 2040-7211
DOI: https://doi.org/10.1080/21681392.2026.2634651
Abstract
Drawing on the extensive resources of the International Library of African Music (ILAM) in Makhanda, South Africa, this article examines the African Musical Arts Programme at Rhodes University as a case study in decolonial music education. Established in 2017, the programme integrates the knowledge systems of African musicians and teachers with ethnomusicological scholarship to address the structural and epistemological challenges of transformation within higher education. Through a narrative qualitative approach, the study draws on data gathered between 2017 and 2024 from students, lecturers, and community musicians involved in the programme. It critically analyses the programme's evolution, highlighting both its successes and ongoing challenges. The findings show how Indigenous Knowledge Systems (IKS) and community-based participation have been central to curricular design, teaching strategies, and assessment models. The programme demonstrates how embodied learning, participatory and performance-based pedagogies, and transgressive approaches can contribute to more sustainable and inclusive music education practices. At the same time, it reveals persistent institutional constraints related to the recognition of community knowledge holders, the development of African theoretical frameworks, and the implementation of non-traditional assessment methods. By situating the Rhodes University case within broader continental debates on sustainability, revitalisation, and decolonial pedagogy, the article contributes to the themes of the Mapping Africa's Musical Identities special issue. It illustrates how locally rooted and globally relevant African musical arts education can challenge Eurocentric models while advancing the preservation and creative renewal of African musical traditions. In doing so, it offers a framework for sustainable knowledge transfer that supports the ongoing transformation of African music education in the 21st century.
Weitere Angaben
| Publikationsform: | Artikel in einer Zeitschrift |
|---|---|
| Begutachteter Beitrag: | Ja |
| Institutionen der Universität: | Research Networks > African Studies Forschungseinrichtungen > Sonderforschungsbereiche, Forschergruppen > EXC 2052 - Africa Multiple: Afrikastudien neu gestalten |
| Titel an der UBT entstanden: | Nein |
| Themengebiete aus DDC: | 300 Sozialwissenschaften 700 Künste und Unterhaltung 900 Geschichte und Geografie > 960 Geschichte Afrikas |
| Eingestellt am: | 05 Nov 2026 13:19 |
| Letzte Änderung: | 05 Nov 2026 13:19 |
| URI: | https://eref.uni-bayreuth.de/id/eprint/99971 |