Contexts for integrating classical music in vulnerable educational environments

Abstract

Intersectional intervention on educational policies in 21st century society is noted as a viable alternative in disadvantaged educational settings. In this direction, a well-reasoned educational policy facilitates access to education and knowledge for a significant number of students. The vision of each teacher, and in general of an educator, must be aimed at comprehensive educational policies, consistent with educational ideals and the agreed school curriculum, the skills of each educator being evident in the way they can adapt and apply classical or modern educational strategies or concepts, capable of producing much needed change in the evolution and school performance of the beneficiaries of this social service. The involvement of music education in the formation of the modern pupil's personality can be the foundation on which to build an equitable and inclusive education system, providing pupils with valuable opportunities to develop cognitive, social and emotional skills.