Music Education at Hospital Schools in Spain and Sweden: Paths Between Governing and Knowledge

Abstract

This paper focuses on some debates regarding music education within an educational track which has developed in the course of the 20th Century within Western education systems: hospital schooling. Analysis and proposals are made with respect to the music education curriculum content in primary education, within hospital education tracks, in both Spain and Sweden. In order to critically approach the changing definition of what counts as significant knowledge, we establish an approach to this topic, observing how music education curriculum content is included in hospital schools located in the capital cities of these countries: Madrid and Stockholm.