Music education, racism, and the invisibility of minorities. An international bibliometric analysis and critical-pedagogical reflections
DOI:
https://doi.org/10.7346/sird-012026-p110Keywords:
Music Education, Educational inclusion, Critical pedagogy, Social justiceAbstract
This study examines the relationship between music, education, and racism through a bibliometric analysis of 77 documents indexed in Scopus, published between 1995 and 2025, retrieved using the search string “music AND education AND racism” in titles, abstracts, and keywords. Using VOSviewer, citation, co-citation, coauthorship,
and keyword cooccurrence networks were analysed to map the main trends in the international scholarly debate. The findings show a strong concentration of publications in English-speaking countries and the recurring centrality of themes such as music education, racism, antiracism,
critical race theory, social justice, and inclusion. These results make it possible to problematise persistent epistemic asymmetries in research on music education, without treating bibliometric evidence as direct proof of curricular structures or classroom practices. The main methodological limitation of the study is its reliance
on Scopus as the sole database, which may exclude relevant contributions indexed elsewhere or published in national
scholarly traditions. The analysis suggests the need to strengthen music education practices that pay greater attention to plural repertoires, the historical contextualisation of canons, and the critical education of teachers.
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Copyright (c) 2026 Antonella Coppi, Sabrina Lucilla Barone
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