AFRICA-SENSED MUSIC EDUCATION IN NIGERIA: SETTING NEW PARADIGMS AND RELEVANCE FOR NIGERIA IN THE GLOBAL MUSIC SPACE

Christian Onyeji

Abstract


Critical discourses on music education have mainstreamed perceptions on Eurocentric curricular and methodological trajectories of music education in Nigeria and Africa in general, arising from the colonial contacts of many of the countries of sub-Saharan Africa as well as the training of music educators so far. Concerns have been raised concertedly and repeatedly by the Community of Music Educators (CoME) on the perceived cultivation of Western norms and ideals against African musical heritage and values in post-contact Africa. Elsewhere, I (Onyeji, 2017), have noted that:

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