The present study delves into social representations toward music education in emblematic secondary schools from Chile. The constant comparative method is applied, interviewing to the principal, the chairperson from the Department of Music, and the chair of Student Council of one secondary school. Findings reveal a variety of social representations because, while music teachers show difficulties for updating their teaching practices, both the principal and students understand the music as an activity for fostering psychological wellbeing and the holistic development. In conclusion, conditions for music subject have improved because students took an activist role, undertaking projects for educational improvement.
Keywords:
Music teaching, activism, curriculum history, educational policy, academicism
V. Valdivia, C., & Angel-Alvarado, R. (2021). Representations and activism in music education: The case of an emblematic secondary school. Revista Chilena De Pedagogía, 2(2), 105–134. https://doi.org/10.5354/2452-5855.2021.58625
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