Flamenco as an educational tool in the academic curriculum: Strengthening the sense of community and Andalusian identity
DOI:
https://doi.org/10.18192/clg-cgl.v10i1.7438Keywords:
flamenco, éducation, perception des enseignants, sentiment d'appartenance communautaire, identitéAbstract
This study examines future teachers’ perceptions of incorporating flamenco into the Andalusian educational curriculum and its potential impact on fostering a sense of community and Andalusian identity. The study analysed 301 surveys conducted among university students enrolled in academic education programs. Descriptive statistical analysis revealed that 88.4% of participants supported the integration of formal flamenco in schools. A more detailed analysis of the responses revealed recognition of the influence of flamenco on various aspects such as the preservation of heritage (5.29), a sense of belonging to a community (5.15) and cultural identity (5.17), which guarantees a lasting source of inspiration and growth for future generations. Flamenco is not only considered a cultural relic but a vital part of Andalusia's heritage, essential to its future.
References
Allen, K. A., Gray, D. L., Baumeister, R., & Leary, M. (2021). The need to belong: A deep dive into the origins, implications, and future of a foundational construct. Educational Psychology Review, 2022(34), 1133-1156. https://doi.org/10.1007/s10648-021-09633-6
Aouteda, A. A. (2021). Origen del flamenco [Origin of flamenco]. Casa del Arte Flamenco. https://www.casadelarteflamenco.com/origen-del-flamenco/
Barrett, M., Flynn, L., Brown, J., & Welch, G. (2019). Beliefs and values about music in early childhood education and care: Perspectives from practitioners. Frontiers in Psychology, 10, 1-18. https://doi.org/10.3389/fpsyg.2019.00724
Baumeister, R. F., & Leary, M. R. (2017). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://psycnet.apa.org/doi/10.1037/0033-2909.117.3.497
Bonnin-Arias, P., Alarcón Rodríguez, E., & Colomer Sánchez, A. (2021). De la escena a las aulas: los artistas y la incorporación de la danza española y el baile flamenco a las enseñanzas generales [From the stage to the classrooms: artists and the incorporation of Spanish and flamenco dance into the general education]. Retos, 40, 393-403. https://doi.org/10.47197/retos.v0i40.83262
Bourdieu, P. (2023). Politics and sociology: General sociology, Volume 5: Lectures at the Collège de France 1985-1986. Polity Press.
Cabello, R., & Fernández, P. (2019). Emociones que educan. Programa INTEMO + [Emotions that educate. INTEMO+ program]. Cuadernos de Pedagogía, 499, 112-118. https://dialnet.unirioja.es/servlet/articulo?codigo=7032087
Cejudo, J., & López-Delgado, M. L. (2017). Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros [Importance of emotional intelligence in teaching practice: A study with teachers]. Psicología Educativa, 23, 29-36. https://doi.org/10.1016/j.pse.2016.11.001
Chavarría-Ortiz, C., Heredia-Carroza, J., Montero-Lobato, B., & Palma, L. (2024). La implantación del flamenco en el currículo educativo andaluz: Entre la tradición y la innovación tecnológica [The implementation of flamenco in the Andalusian educational curriculum: Between tradition and technological innovation]. Campus Virtuales, 13(1), 93-105. http://dx.doi.org/10.54988/cv.2024.1.1336
Conde González-Carrascosa, A. (2019). Vivir y sentir el patrimonio. El flamenco en los programas educativos en Andalucía [Living and feeling heritage. Flamenco in educational programs in Andalusia]. Revista UNES. Universidad, Escuela y Sociedad, (6), 146-155. https://revistaseug.ugr.es/index.php/revistaunes/article/view/12125
De las Heras-Fernández, R. (2020). Monográfico: El patrimonio musical en el aula: Danza, folclore y flamenco [Monograph: Musical heritage in the classroom: dance, folklore and flamenco]. Revista Electrónica de LEEME, (45), 88-89. https://doi.org/10.7203/LEEME.45.17476
Delgado-Villalobos, M., & López-Riquelme, G. O. (2022). Evaluaciones de las competencias socioemocionales en el contexto educativo: Una revisión [Assessments of socio-emotional competencies in the educational context: A review]. Revista ConCiencia EPG, 7, 43-74. https://doi.org/10.32654/ConCienciaEPG
Dirkx, A.J. (2021). La Identidad Flamenca [The Flamenco Identity]. REIDOCREA, 10(21), 1-9. https://digibug.ugr.es/bitstream/handle/10481/69137/10-21.pdf?sequence=1&isAllowed=y
Escacena, M. (2020, 20 de mayo). El sentido de pertenencia: Por qué es tan importante para nuestros niños y esencial para comprender su comportamiento [The sense of belonging: Why it is so important for our children and essential for understanding their behaviour]. Criar con Sentido Común. https://www.criarconsentidocomun.com/el-sentido-de-pertenencia-por-que-es-tan-importante-para-nuestros-ninos-y-esencial-para-comprender-su-comportamiento/
Falk, M., & Katz-Gerro, T. (2016). Cultural participation in Europe: Can we identify common determinants? Journal of Cultural Economics, 40(2), 127-162. https://doi.org/10.1007/s10824-015-9242-9
Faros. (2017). ¿Cómo influencia la música en el desarrollo cognitivo? [How does music influence cognitive development?]. Sant Joan de Déu. https://escolasalut.sjdhospitalbarcelona.org/es/consejos-salud/aprendizaje/como-influencia-musica-desarrollo-cognitivo
Freire, P. (2004). Pedagogía de la autonomía. Paz&Terra. https://redclade.org/wp-content/uploads/Pedagog%C3%ADa-de-la-Autonom%C3%ADa.pdf
Fukuyama, F. (2019). Identidad. La demanda de dignidad y las políticas del resentimiento [Identity. The demand for dignity and the politics of resentment]. Ediciones Deusto.
Gajardo, J., & Tilleria, J. L. (2019). Inteligencia emocional: Una clave para el éxito académico [Emotional intelligence: A key to academic success]. Revista Reflexión e Investigación Educacional, 2(1), 93-106. https://doi.org/10.22320/reined.v2i1.3860
Garrido, S., & Davidson, J. W. (2019). Music, Nostalgia and memory: Historical and psychological perspectives. Palgrave Macmillan Cham.
Heredia-Carroza, J., Palma, L., & Aguado, L. F. (2019). Song, performance and authorship: The case of flamenco in Spain. Trames: A Journal of the Humanities & Social Sciences, 23(1). https://doi:10.3176/tr.2019.1.01
Heredia-Carroza, J., Palma-Martos, L., & Aguado, L. F. (2021). How to measure intangible cultural heritage value? The case of flamenco in Spain. Empirical Studies of the Arts, 39(2), 149-170. https://doi.org/10.1177/0276237420907865
Heredia-Carroza, J., Palma-Martos, L.A., & Aguado, L.F. (2023). Does copyright understand intangible heritage? The case of flamenco in Spain. International Journal of Heritage Studies, 29(6), 598-614. https://doi.org/10.1080/13527258.2023.2208102
Heredia-Carroza, J., Díaz-Reyes, L., Agheorghiesei, D.T., & Stoica, R. (2025). Cultural Heritage in Education: Flamenco as a pedagogical tool for future teachers in Spain. Heritage, 8(1). https://doi.org/10.3390/heritage8010020
Hernando, E., & Campo, S. (2017a). An artist’s perceived value: Development of a measurement scale. International Journal of Arts Management, 19(3), 33-47. http://www.jstor.org/stable/44991462
House, O., & Widerholt, E. (2020). Flamenco is for Everybody. Stance on Dance. https://stanceondance.com/2020/09/07/flamenco-inclusivo/
Huerta, A. (2018). El sentido de pertenencia y la identidad como determinante de la conducta, una perspectiva desde el pensamiento complejo [The sense of belonging and identity as a determinant of behavior, a perspective from complex thought]. IE Revista de investigación educativa de la REDIECH, 9(16). http://orcid.org/0000-0002-7214-9379
Ibarra-López, J. (2023). Identidad y pertenencia: Factores que determinan el presente y el futuro del devenir social, observados desde la complejidad. 593 Digital Publisher CEIT, 8(5), 157-170. https://doi.org/10.33386/593dp.2023.5.1993
Jæger, M. M., & Stine, M. (2022). Where do cultural tastes come from? Genes, environments, or experiences. Sociological Science, 9, 252-274. https://doi: 10.15195/v9.a11
Kilag, O. K., Catacutan, A., Abella, J., Arcillo, M., Figer-Canes, R. M., & Zamora, R. M. (2023). Transformative education: A study of teaching values education-based on Paulo Freire’s philosophy of education. Excellencia: International Multi-Disciplinary Journal of Education, 1(1), 56-64. https://doi.org/10.5281/
Klokker, R. H., & Jæger, M. M. (2022). Family background and cultural lifestyles: Multigenerational associations. Poetics, (92), 1-13. https://doi.org/10.1016/j.poetic.2022.101662
Law 4/2023, of April 18, Andalusian del Flamenco. Official State Gazette (BOE), 107 (2023). https://www.boe.es/eli/es-an/l/2023/04/18/4
Lopera-Auñón, J. A., Medina-Orcera, L., & Rodríguez-Jiménez, R. M. (2021). Emotions and flamenco dance: Introducing the duende in dance movement therapy. Body, Movement and Dance in Psychotherapy, 17(4), 247-265. https://doi.org/10.1080/17432979.2021.1981447
Martín, U., & Arriaga, C. (2019). Percepción del profesorado hacia las tendencias metodológicas actuales de Educación Musical [Teachers’ perceptions of current methodological trends in Music Education]. Dedica. Revista de Educação e Humanidades,16, 65-89. https://doi.org/10.30827/dreh.v0i16.8585
Mendoza, C. H. (2021). Las habilidades sociales, factor clave para una interacción efectiva [Social skills, a key factor for effective interaction]. Polo del conocimiento, 3-16. https://polodelconocimiento.com/ojs/index.php/es/article/download/2233/4471
Ministry of Science, Innovation and Universities (2024). Estadística de Estudiantes Universitarios (EEU). https://www.ciencia.gob.es/dam/jcr:08f45793-116d-4df2-8ddd-207662c3c6ee/PrincipalesResultadosEstudiantes2025.pdf
Montoya, L. (2024). Transformación digital en el sector flamenco: Innovación y futuro [Digital transformation in the Flemish Sector: Innovation and future]. LOLEMONTOYA.ES. https://lolemontoya.es/transformacion-digital-en-el-sector-del-flamenco/?utm_source=chatgpt.com
Orozco Muriel, N. (2021). El flamenco y la cultura: Un análisis musical sobre una sociedad [Flamenco and culture: A musical analysis of a society]. Revista Horizonte Independiente (¿Y qué tal si?). Friedrich Stefan Kling. https://horizonteindependiente.com/el-flamenco-y-la-cultura-un-analisis-musical-sobre-una-sociedad/
Peña, S., Alonso, E., & González, I. (2021). La identidad de la familia. Retos del cambio educativo en los momentos actuales [Family identity. Challenges of educational change in the present day]. Revista Didasc@lia, XII(4), Octubre-Diciembre. D&E. Publicación del CEPUT-Las Tunas. https://dialnet.unirioja.es/descarga/articulo/8164225.pdf
Puertas, P., Zurita, F., Chacón, R., Castro, M., Ramírez, I., & González, G. (2020). La inteligencia emocional en el ámbito educativo: Un meta-análisis [Emotional intelligence in education: A meta-analysis]. Anales De Psicología, 36(1), 84-91. https://doi.org/10.6018/analesps.345901
Purcell, R., & Randall, R. (2016). 21st century perspectives on music, technology, and culture: Listening spaces. Palgrave Macmillan.
Reyes Carrasco, L. (2024, 4 agosto). El impacto social del flamenco en la cultura andaluza [The social impact of flamenco on Andalusian culture]. Reyescarrasco.es. https://reyescarrasco.es/impacto-social-del-flamenco-en-la-cultura-andaluza/
Rodríguez-Martín, A. (2017). Prácticas innovadoras inclusivas: Retos y oportunidades [Inclusive innovative practices: Challenges and opportunities]. Universidad de Oviedo, Servicio de Publicaciones. https://digibuo.uniovi.es/dspace/bitstream/10651/50310/4/TrayectoriasEscolares.pdf
Ruiz, N. (2019). La Mirada política del flamenco: Rebeldía y voluntad transformadora [The political perspective of flamenco: Rebellion and transformative will]. Revista Música Oral de Sur, (16), 93-110. http://www.centrodedocumentacionmusicaldeandalucia.es/ojs/index.php/mos/article/view/254
Suarez-Fernandez, S., Prieto-Rodriguez, J., & Perez-Villadoniga, M.J. (2020). The changing role of education as we move from popular to highbrow culture. Journal of Cultural Economics, 44, 189-212. https://doi.org/10.1007/s10824-019-09355-2
Subramaniam, M. (2023). Social Emotional Learning (SEL) through the arts education: A review of research literature. i-manager’s Journal on Educational Psychology, 16(4), 60-71. https://doi.org/10.26634/jpsy.16.4.19223
Szanto, T. (2023). Feeling belonging and feeling solidarity. Two forms of social cohesion? In L. Dolezal & D. Petherbridge (eds.), The Phenomenology of belonging. Suny Press.
Tortosa, A. (2018). El aprendizaje de habilidades sociales en el aula [Learning social skills in the classroom]. Revista Internacional de Apoyo a la Inclusión, Logopedia, Sociedad y Multiculturalidad, 4(4), 158-165. https://revistaselectronicas.ujaen.es/index.php/riai/article/download/4371/3585/14814
Turner, T. (2017). El verdadero significado de la pertenencia. Reconectar con nuestro hogar interior [The true meaning of belonging. Reconnecting with our inner home]. Editorial Sirio.
UNESCO (2020). Inclusión y educación: Todos sin excepción [Inclusion and education: Everyone, without exception]. UNESCO. https://gem-report-2020.unesco.org/wp-content/uploads/2020/06/GEMR_2020-Summary-ES-v8.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Jesús Heredia-Carroza, Carmen López-Ruiz, Ángeles Carrosa-Zayas, Carlos Chavarría-Ortiz, Luis Antonio Palma-Martos
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
