Features of the Erasmus+ program in the system of training specialist musicians
DOI:
https://doi.org/10.14571/brajets.v17.nse3.255-266Palavras-chave:
Erasmus , international music education, musicians, soft power, students’ mobilityResumo
The article represents an attempt to comprehend the features of music higher education internationalization within the landscape of students’ mobility (exchange) program Erasmus+. The methodological basis of the study, within the framework of an interdisciplinary paradigm, was made up of the leading provisions of the system-activity approach in education, the philosophical concept of human activity as an active form of creative exploration of the world, as well as elements of the theory of soft power. In particular, it is shown that the current state of international music education cannot be interpreted in isolation from objective socio-historical patterns, which reveal themselves in the form of certain trends determined by global processes, in particular, increasingly powerful vectors of soft power.Referências
Adkins, B., Bartleet, B., Brown, A. R., Foster, A., Hirche, K., Procopis, B., Ruthmann, A., & Sunderland, N. (2012). Music as a tool for social transformation: A dedication to the life and work of Steve Dillon (20 March 1953–1 April 2012). International Journal of Community Music, 5(2), 189-205.
Almeida, J. (2020). Understanding student mobility in Europe. New York: Routledge.
Bartleet, B.-L., Grant, C., Mani, C., & Tomlinson, V. (2020). Global mobility in music higher education: Reflections on how intercultural music-making can enhance students’ musical practices and identities. International Journal of Music Education, 38(2), 161-176.
Bartleet, B. L., & Carfoot, G. (2016). Arts-based service learning with First Peoples: Engendering artistic citizenship. In D. Elliott, M. Silverman, & W. Bowman (Eds.), Artistic citizenship: Artistry, social responsibility, and ethical praxis (pp. 339-358). Oxford: Oxford University Press.
Baum, M. A., & Jamison, A. S. (2011). Soft news and the four Oprah effects. In L. Jacobs & R. Shapiro (Eds.), Oxford handbook of American public opinion and the media (pp. 121–137). Oxford University Press.
Baxter, M. (2007). Global music making a difference: Themes of exploration, action, and justice. Music Education Research, 9(2), 267-279.
Chervonska, L., Seheda, N., & Pashchenko, I. (2023). Diagnostic markers of academic activity and mobility of applicants for higher music, pedagogical and choreographic education. Revista Eduweb, 17(1), 88-98.
CPM and Erasmus+ (2024). CPM Music Institute. Retrieved from https://www.cpm.it/en/chi-siamo/40/https-wwwcpmit-chi-siamo-9-progetto-erasmus
Elliott, D. J. (2012). Another perspective: Music education as/for artistic citizenship. Music Educators Journal, 99(1), 21-27.
Elliott, D. J., Silverman, M., & Bowman, W. (Eds.). (2016). Artistic citizenship: Artistry, social responsibility, and ethical praxis. Oxford University Press.
Ferreira-Pereira, L., & Pinto, J. (2021). Soft power in the European Union’s strategic partnership diplomacy: The Erasmus Plus Program. In L. Ferreira-Pereira & M. Smith (Eds.), The European Union’s Strategic Partnerships (pp. 69-94). Springer.
Freer, P. K. (2024). International Partnerships in University-Level Music Education: Principles, Pivots, and Possibilities. Educational Science, 14, 179. https://doi.org/10.3390/educsci14020179
Grant, C. (2018). Developing global citizenship in tertiary performing arts students through short-term mobility programs. International Journal for Education and the Arts, 19(15), 1-25.
Harrop-Allin, S. (2016). Higher education student learning beyond the classroom: Findings from a community music service learning project in rural South Africa. Music Education Research, 19(3), 231-251.
Jones, P., Miles, D., & Gopalkrishnan, N. (2018). Intercultural learning: Critical preparation for international student travel. UTS ePRESS.
Kertz-Welzel, A. (2017). Internationalizing music education and the role of individual researchers. In S. G. Nielsen, Ø. Varkøy, & G. Johansen (Eds.), Utdanningsforskning i musikk: Didaktiske, sosiologiske og filosofiske perspektiver (pp. 19-25). Oslo: Norges musikkhøgskole.
King, J. T. (2004). Service-learning as a site for critical pedagogy: A case of collaboration, caring, and defamiliarisation across borders. Journal of Experiential Education, 26(3), 121-137.
Lami, B., & Mirta, R. (2021). Erasmus Programme as an Instrument of EU Public Diplomacy. Jus & Justicia, 15(1), 51-67.
Liszt Academy (2024). Erasmus policy statement. Retrieved from https://uni.lisztacademy.hu/erasmus-en/erasmus-policy-statement-111556
Maiworm, F., & Teichler, U. (1996). Study abroad and early career: Experiences of former ERASMUS students. London: Jessica Kingsley Publishers.
Messer, D., & Wolter, S. (2007). Are student exchange programs worth it? Higher Education, 54(5), 64-63.
Minors, H., Burnard, P., Wiffen, Ch., Shihabi, Z., & van der Walt, J. (2017). Mapping trends and framing issues in higher music education: Changing minds/changing practices. London Review of Education, 15(3), 1-18.
Moreira, D., & Antao, G. (2017). “Nobody is strange”: Mobility and interculturality in higher education from the viewpoint of a group of Portuguese international music students. In Proceedings of 3rd International Conference on Higher Education Advances, HEAd’17 (pp. 633-640). Universitat Politecnica de Valencia.
Oborune, K. (2013). Becoming more European after ERASMUS? The impact of the ERASMUS programme on political and cultural identity. Epiphany, 6(1), 182-202.
Paget, J. (2013). Musical exchange and soft power: The potential benefits and risks. In Proceedings of the 2013 Fulbright Symposium (pp. 59-62). Canberra, ACT: The Australian-American Fulbright Commission.
Quevedo-Redondo, R., Berrocal-Gonzalo, S., & Gómez-García, S. (2021). Microsegmentación electoral para dummies: Política para revistas femeninas en España [Electoral microsegmentation for dummies: Politics for women’s magazines in Spain]. Observatorio (OBS)*, 15(1), 48-70.
Quevedo-Redondo, R., Rebolledo, M., & Navarro-Sierra, N. (2023). Music as soft power: The electoral use of Spotify. Media and Communication, 11(2), 241-254.
Shkoler, O., Rabenu, E., Hackett, P., & Capobianco, P. (2020). International student mobility and access to higher education. London: Palgrave Macmillan.
Vaugeois, L. (2009). Music as a practice of social justice. In E. Gould, J. Countryman, C. Morton, & L. S. Rose (Eds.), Exploring social justice: How music education might matter (Vol. 4, pp. 2-22). Toronto: Canadian Music Educators’ Association.
Westerlund, H. M. (2019). The return of moral questions: Expanding social epistemology in music education in a time of super-diversity. Music Education Research, 21, 503-516.
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2024 Iryna Polstiankina, Liudmyla Skrypnik, Olena Drozdova, Lidiia Kovtiukh, Svitlana Borysova
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.