Music Education for Some: Music Standards at the Nexus of Neoliberal Reforms and Neoconservative Values

Jessica E. Mullen
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引用次数: 7

Abstract

Educational standards movements have manifested in the widespread adoption of statewide educational standards in mathematics and literacy in the United States. Within this policy context, the National Coalition for Core Arts Standards published educational standards for four fine arts disciplines, including music. Drawing from critical theory, this essay understands the National Core Arts Standards in Music as a product of a hegemonic alliance between neoliberal and neoconservative interests that run counter to the National Association for Music Education’s mission of “promoting the understanding and making of music by all.” By linking music education to workplace skills, establishing uniform benchmarks to improve educational efficiency, and codifying long held Eurocentric epistemologies of musical value, the National Core Arts Standards in Music stand to exacerbate existing inequities in music classrooms. As an alternative to the contemporary common sense of schooling, the possibilities and challenges of a democratic music education for creating counterhegemonic spaces are explored.
某些人的音乐教育:新自由主义改革和新保守主义价值观的音乐标准
教育标准运动表现在美国广泛采用全州范围的数学和识字教育标准。在这一政策背景下,国家核心艺术标准联盟公布了包括音乐在内的四个美术学科的教育标准。从批判理论出发,本文将音乐中的国家核心艺术标准理解为新自由主义和新保守主义利益之间霸权联盟的产物,这与全国音乐教育协会“促进所有人对音乐的理解和制作”的使命背道而驰。通过将音乐教育与工作技能联系起来,建立统一的基准以提高教育效率,并编纂长期以来以欧洲为中心的音乐价值认识论,国家音乐核心艺术标准将加剧音乐课堂中现有的不平等。作为当代学校教育常识的替代方案,探索了民主音乐教育创造反霸权空间的可能性和挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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28 weeks
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