Perceptions of future teachers of Therapeutic Pedagogy on an intercultural music workshop

Abstract

ABSTRACTPupils who are late entrants to the Spanish education system may require a response from Therapeutic Pedagogy. They, as children of immigrants, may have educational needs such as socio-cultural adaptation and the need for respect and non-discrimination of their culture and religion. From an intercultural approach, the music classroom could provide a scenario of coexistence based on social inclusion and cultural exchange. Based on these assumptions, the ‘Caribbean Music Workshop’ was developed within the framework of the subject ‘Physical, plastic and music education and its didactics in special educational needs’. It is a subject of the Therapeutic Pedagogy Major of the Primary Education Teacher Training Degree at the University of Valencia. With the aim of assessing the perceptions of the future Therapeutic Pedagogy teachers about the workshop, at the end of the activity the students filled in a questionnaire with their considerations about the relevance of the intervention and other benefits it could bring to the pedagogical and therapeutic work. After a mixed analysis, the results revealed that the workshop represents a valid intercultural proposal to promote the social inclusion of students who are children of immigrants, as well as to address other educational needs.KEYWORDS: Therapeutic Pedagogyintercultural approachmusic workshopteacher traininglate entry into the Spanish education system AcknowledgementsThanks to Luis Gustavo Delgado Tejeda, Teacher and Director of Studies at Callaghan School of English, for translating the paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical considerationsThe research is based on the principles of the ‘Declaration of Helsinki’ (2004) and has been endorsed by the Bioethics Committee of the Alfonso X El Sabio University under the approval number 2023_02/170.Notes1 Pupils of Latin American origin are much larger than those from other countries, due to the language that acts as a facilitating/driving link towards emigration to Spain. This workshop can be adapted according to the background of the learners with inclusion needs and, instead of being ‘Caribbean Music Workshop’, it can be, for example, the ‘African Music Workshop’ and have a repertoire accordingly.Additional informationFundingThis work was supported by the ‘XIV Convocatoria de ayudas para el desarrollo de proyectos de investigación Fundación Universidad Alfonso X El Sabio-Santander Universidades’ under Grant [number 1014034].Notes on contributorsYailin Martínez-HierrezueloYailin Martínez-Hierrezuelo, PhD, is a professor in the Faculty of Education Sciences at the Alfonso X El Sabio University in Madrid. Her principal line of research is the didactics of music education from a situational interest perspective. Other research interests include the intercultural perspective and the application of music to inclusive education.María del Mar Bernabé VillodreMaría del Mar Bernabé Villodre, PhD, is a professor in the Faculty of Education at the University of Valencia. Her principal line of research is the didactics of music education from an intercultural perspective. Other research interests include the application of music to special needs education.