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Music in Higher Education After the Bologna Treaty: Or, in Search of a New Educational Culture


by Graça Mota — 2012

This chapter aims to introduce a critical reflection on the field of music education in higher education, using the Bologna Declaration and the European context as a backdrop.


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This article originally appeared as NSSE Yearbook Vol 111, No. 1.


Cite This Article as: Teachers College Record Volume 114 Number 13, 2012, p. 112-132
http://www.tcrecord.org ID Number: 18363, Date Accessed: 5/23/2017 1:06:51 AM

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About the Author
  • Graça Mota
    Escola Superior de Educação Instituto Politécnico do Porto, Portugal
    E-mail Author
    GRAÇA MOTA is a senior lecturer in Music Department of the College of Education in the Polytechnic Institute in Porto, Portugal, and director of the Research Center in Psychology of Music and Music Education (CIPEM). Her research work is concerned with innovation in music education, music curriculum development and assessment, music teacher education, musical identities, musical narratives, and musical practice and social inclusion. This research has been funded through grants from the Gulbenkian Foundation and the Portuguese Foundation for Science and Technology from the Ministry of Science and Higher Education and has been published in Portugal, the United States, the United Kingdom, Latvia, and Brazil.
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