An Advisory board, composed of members of diverse expertise crucial to TAI’s success informs TAI projects’ direction. The Advisory includes Geoff Baker (music professor, AHRC Leadership Fellow on music and social development at Royal Holloway), Michelle Schweisfurth (comparative and international education professor at Glasgow), Alison Phipps (UNESCO Chair in Refugee Integration through Languages and the Arts at Glasgow), Gillian Howell (research fellow at Griffiths University), Oha Orhan (cross-community arts practitioner at Mostar Music School) and Evelyn Arizpe (professor and GCRF Arts-based practices network leader at Glasgow).
Current network members in alphabetical order with biographical notes:
Alberto Cabedo-Mas is Associate Professor in Music and Education at University Jaume I (UJI), Castelló, Spain. He is Co-Director of the journal Eufonía: Didáctica de la Música and serves on the boards of several academic journals. His research interests include music education, musical heritage, coexistence, interculturality and the transmission of music across cultures. He is a supervisor in the Master’s in International Peace, Conflict and Development Studies at UJI’s UNESCO Chair in Philosophy for Peace. He is the director of two studies on the socio-educational impact of community music in schools (funded by the Spanish Government, 2018-2020) and the effects of shared musical practice in the reconstruction of the social fabric in contexts of extreme violence (funded by UJI, 2018-2019).
Andrea Rodríguez-Sánchez is a social worker, musician and member of the Peace Program at the National University of Colombia. Her work focuses on peace building trough collective musical programs in Colombia and she is currently working for Batuta Foundation. She is a recent PhD graduate from the UNESCO Chair of Philosophy for Peace at the University Jaume I, Spain, where she was supervised by Alberto Cabedo-Mas and was a Visiting Scholar at University of Glasgow in the academic year 2015-2016.
Andrew Green is Research Fellow at the School of Culture and Creative Arts, College of Arts, University of Glasgow, UK. Andrew’s research focuses on musical labour, politics and activism. He has carried out two years of ethnographic fieldwork in Mexico to date. He is the recipient of a Leverhulme Trust Early Career Fellowship for the project Sonic Trajectories of Censorship in Mexico. As part of this Fellowship, he is carrying out research into projects using hip-hop to combat violence in the Mexico City metropolitan area.
Gloria Zapata-Restrepo is Director of the Master in Arts, Education and Peace Studies at University Foundation Juan N. Corpas, Colombia. Her areas of expertise include performing arts psychology and war-displaced children. With a doctorate on the effects of music on children’s socio-emotional development, she is currently Principal Investigator for the project ‘Artistic Identities of Ex-Combatants: Narratives, Education, Creation and Appropriation of Arts Practices for the Post-Peace Agreement in Colombia’.
Hector Vázquez is a doctoral student at the University of Victoria, Canada. He is investigating how indigenous knowledge has been marginalised and excluded from music education in Mexico and how to (re)centre indigenous perspectives in education in Latin America. He recently published an article on this topic in the journal Action, Criticism and Theory for Music Education available at http://act.maydaygroup.org/act-18-3-vazquez-english/. His doctoral supervisor is Assistant Professor Anita Prest at the University of Victoria, Canada.
María Elisa Pinto is CEO of Prolongar Foundation, for which she leads operations and strategic direction, including national and local projects with conflict-affected population in Colombia through artsbased peacebuilding tools. She has directed numerous projects, including the first national report on landmines in Colombia, The Hidden War. Previously she was Director of the Office for Victims' Assistance at Cundinamarca State, implementing the Victims and Land Restitution Law of 2011 (focussed on assistance and reparation to conflict victims in Colombia).
Mo Hume is Senior Lecturer at the School of Social and Political Sciences, College of Social Sciences, University of Glasgow, UK. Her research focuses on how multiple and overlapping forms of violence are perceived by those who live in post-conflict contexts. She has carried out extensive fieldwork on protracted violence in Central America, and researched women’s perceptions of violence with an Oxfam America sponsored campaign to prevent gender violence. She is the co-convener of the Glasgow Latin American Research Network and Principal Investigator on the ESRC Newton-Colciencias project Colombia River Stories: Improving Socio-environmental Understandings for Building Sustainable Peace (2018-2020).
Oscar Odena is Reader in Education at the School of Education and the School of Interdisciplinary Studies, College of Social Sciences, University of Glasgow, UK. Previously he held posts in Spain, England and Northern Ireland, where he completed a study on the potential of cross-community music activities to diminish ethnic tensions. His areas of expertise include qualitative research approaches, social inclusion, professional learning and music education. He is past Co-Chair of the ISME Research Commission 2012-2014.
Oscar Valiente is a Senior Lecturer at the University of Glasgow. He is an expert on comparative education, skills, and international development. He has directed projects funded by the UK Economic and Social Research Council (ESRC), European Union, Scottish Funding Council, and Jaume Bofill Foundation. He is on the Editorial Board of Compare: A Journal of Comparative and International Education and currently directs the project ‘Can Dual Apprenticeships Create Better and More Equitable Social and Economic Outcomes for Young People?
Patricia A. González-Moreno is Professor of Music at the Autonomous University of Chihuahua, Mexico. Her areas of expertise include performing arts programs aimed at inclusion of disadvantaged children, music psychology, professional development in the arts, and digital technologies. Co-author of the global evaluation of El Sistema (with Creech et al, 2016). Currently working on the project ‘Educational processes for social inclusion in contexts of high vulnerability’, including a collaboration with University of Texas, to research and develop activities in contexts of violence. Member of the Editorial boards of five journals and Commissioner for the ISME Research Commission (2014-2020).
Rubén Carrillo is a PhD student in the Doctorate in Education, Arts and Humanities, at the Autonomous University of Chihuahua. He holds a Master’s degree in Educational Innovation (2019) and a Bachelor’s degree in Music Education and Jazz Guitar Studies (2015). He has been a professional musician since 2008 and has worked as a freelance guitar player, composer and arranger in several musical events. He has also been musical director in projects of rock and videogame music.
Santiago Niño is a doctoral student at the University of Edinburgh, UK. His is investigating the identities of ex-combatant musicians active during the Colombian armed conflict that spanned over the last five decades. His doctoral supervisor is Professor Raymond MacDonald at the University of Edinburgh.
Sergio Figueiredo is a recently retired Associate Professor at the State University of Santa Catarina, Brazil. His research interests include music and teacher education, educational legislation and public policies. He is a member of the Boards of several international journals and was a member of the Music Evaluation Committee linked to the Ministry of Education in Brazil between 2005-2013.
Valeria Gascón is a doctoral student at the University of Glasgow, UK. She is investigating the connections between urban space and identity through collective music playlists in Mexico City’s deprived neighbourhoods. She holds a CONACYT scholarship and is supervised by Oscar Odena. She is the Research Assistant of the TAI network in Glasgow, thanks to Scottish Funding Council support for a related study on the role of music practices for peace education.