Abstract
This article presents the results of an exploratory phenomenological study aimed at identifying expressions of teacher violence in university music training environments in the Mexican context. We analyzed 53 accounts from students, professionals, and dropouts of music degree programs who studied at universities or conservatories across nine Mexican states and voluntarily shared their testimonies through the Mexican Association of Music Psychology (AMEPSIM). We address sociological assumptions about the dynamics of violence, the socio-educational weight of the conservatory tradition and its potential link to the limited application of contemporary pedagogical principles, as well as the normalization of teacher violence. Various forms of violence are identified: discrimination in selection processes, poor teaching practices, authoritarianism, deprivation of educational attention, breach of trust, intimidation, coercion, and gender-based violence. It is concluded that teacher violence constitutes a frequent and concerning problem in higher education, the implications of which require critical attention.
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Recommended Citation
Reynoso Vargas, Karla María and Fernández-Morante, Basilio
(2026)
"Teacher Violence in University Music Education: An Exploration in the Mexican Context,"
Visions of Research in Music Education: Vol. 49, Article 5.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol49/iss1/5