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Volume 11, Issue 1
  • ISSN: 1752-6299
  • E-ISSN: 1752-6302



The relationship between community music and higher education is both potentially problematic and productive. This article relates the history of a unique community music programme on a university campus based in the Mexican traditional folk music of son jarocho and its participatory performance of fandango. In this project, collaborative research, activist methodologies and critical pedagogy were employed to link under-represented students, community members and exponents of traditional music in a transnational and reciprocal framework. Through an analysis of the challenges community music programmes on campus present to academic music schools and the strengths and weaknesses of the fandango-based programme, this article argues for the productive power of such relationships if their inherent inequalities can be overcome.


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