Epistemic Access and the Tyranny of Performative Time: Technologies and Strategies for Structural Inclusion in Higher Music Education
Keywords:
Aural Learning, Higher Music Education (AFAM), Epistemic Access, Universal Design For Learning, Visual ImpairmentAbstract
The paper analyses the structural tensions between inclusion in higher music education and its institutional architecture, highlighting the limits of conventional visual accommodations in low-vision contexts. A case study shows how chromatic-typographic remediation of scores generates excessive cognitive load and temporal asynchrony, incompatible with ensemble practice. As an alternative to the prosthetic-compensatory paradigm, a multimodal training model is proposed, based on Braille music notation, structured aural learning and mnemonic-perceptual strategies supported by haptic and audio technologies. Aurality is reframed as the generative axis of musical competence and educational technology as a systemic agent of transformation, in line with Universal Design for Learning and Article 24 of the UN Convention on the Rights of Persons with Disabilities, towards an accessible learning ecosystem beyond the primacy of visual legibility.
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