CoChat
Sign Up
Cited by 22Diverse Music Education InsightsEducational Theory and Curriculum StudiesMusic Education and Analysis

Implications of neoliberalism and knowledge economy for music education

Aróstegui, José Luis·2020·Music Education Research
DOI 10.1080/14613808.2019.1703923
Open this paper in CoChat — free account

Abstract

This paper discusses the influence of neoliberalism and the knowledge economy in national curricula, and in school music education in particular, in order to cope with the role school music is playing and it could play in a curriculum conceived ‘to boost the knowledge economy’ currently in effect in most of the countries. For this, some economy theories are presented, with emphasis on neoliberalism, and also what knowledge economy means. Then the implications of these economic concepts for both education and school music education will be discussed. In the end, I will conclude that neoliberalism and knowledge economy, albeit usually presented as the same, are two different concepts with very different consequences for school music education: while the first brings out a decline of school music education, the latter could give a space for school music and arts and Humanities at large. I will also report some evidences of an improvement of the status of school music education as part of national curriculum supporting the knowledge economy.

Integrity signals

Registry

Crossref · 10.1080/14613808.2019.1703923

Cites

41 of 41 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Cites

Flagged first, then by citations

Research works printed but not linked: 10

  1. Aróstegui J. L., 2011, Revista Electrónica Interuniversitaria de Formación del Profesorado, 14, 35
  2. Aróstegui J. L., 2014, La música en Educación Primaria. Manual de formación del profesorado
  3. Ávalos I., 1999, Revista SIC, 617, 295
  4. Burnard P., 2010, Studies in Music from the University of Western Ontario, 23, 18
  5. Dale R., 2008, Globalización, postmodernidad y educación: la calidad como coartada neoliberal, 121
  6. David P. A., 2002, Comercio exterior, 52, 472
  7. González García J. M., 1988, Teorías de la democracia, 311
  8. Martínez Rodríguez J. B., 2012, Globalisms and Power: Iberian Educational and Curriculum Policies, 143
  9. Pereyra M., 2013, Profesorado. Revista de Currículum y Formación del Profesorado, 17, 6
  10. Pérez Gómez Á. I., 2010, Revista interuniversitaria de formación del profesorado, 24, 37

Cited by

Sorted by citations

Related

Authors
Aróstegui, J. L.
Affiliations
Music Education Department, University of Granada, Granada, Spain
ORCID
Aróstegui, José Luis
Venue
Music Education Research
Publisher
Informa UK Limited
Published
2019-12-28
Volume
22
Issue
1
Pages
42-53
ISSN
  • 1461-3808 (ISSN-L)
  • 1469-9893
DOI
10.1080/14613808.2019.1703923
OpenAlex
W2996986518
Semantic Scholar
4f234ef30c26341f139980afecd016d38bc0b726
Cited by
22
References
41
Citations by year
2026: 4 · 2025: 3 · 2024: 1 · 2023: 1 · 2022: 9 · 2021: 3 · 2020: 1
FWCI
49.17
Type
journal article
Language
en
Open access
closed
Locations
Music Education Research (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Music Education and Analysis
Keywords
neoliberalism, knowledge economy, school music education, national curriculum, art education, humanities education, economic theory

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review