Philosophy of Music Education Review最新文献_第4页

Assessing the State of Sociological Theory in Music Education: Uncovering the Epistemic Unconscious 评价音乐教育中的社会学理论现状:揭示认知无意识

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Philosophy of Music Education Review Pub Date : 2021-10-14 DOI: 10.2979/philmusieducrevi.29.2.02

S. Karlsen

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引用次数: 1

Editorial 编辑

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Philosophy of Music Education Review Pub Date : 2021-10-14 DOI: 10.2979/philmusieducrevi.30.2.00

E. Jorgensen

引用次数: 0

Jane Roland Martin, School Was Our Life: Remembering Progressive Education (Bloomington, IN: Indiana University Press, 2018) 简·罗兰·马丁，《学校是我们的生活：纪念进步教育》（印第安纳州布卢明顿：印第安纳大学出版社，2018）

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Philosophy of Music Education Review Pub Date : 2021-09-01 DOI: 10.2979/philmusieducrevi.29.2.07

R. Allsup

引用次数: 0

Culturally Sustaining Music Education and Epistemic Travel 文化上的音乐教育与认知旅行

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Philosophy of Music Education Review Pub Date : 2021-04-02 DOI: 10.2979/PHILMUSIEDUCREVI.29.1.04

Emily Good-Perkins

引用次数: 6

Go Ask Alice: How is a Raven Like a Band Director? 去问爱丽丝:乌鸦怎么像乐队指挥?

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Philosophy of Music Education Review Pub Date : 2021-04-02 DOI: 10.2979/PHILMUSIEDUCREVI.29.1.02

M. Scarlato

引用次数: 1

“Putting a Face on It”: The Trouble with Storytelling for Social Justice in Music Education “面对现实”:音乐教育中讲故事的社会正义问题

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Philosophy of Music Education Review Pub Date : 2021-04-02 DOI: 10.2979/philmusieducrevi.29.1.05

Juliet Hess

{"title":"“Putting a Face on It”: The Trouble with Storytelling for Social Justice in Music Education","authors":"Juliet Hess","doi":"10.2979/philmusieducrevi.29.1.05","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.29.1.05","url":null,"abstract":"Abstract:Music educators and music education researchers often rely on the use of story when advocating for social change. We may use story to illustrate a need for resources, point to a systemic injustice, illustrate a need for policy change, or identify an exclusion. Allies often utilize stories of oppression to demonstrate the untenability of situations or dehumanization experienced by particular people or groups. Stories shared, in other words, typically describe difficult, oppressive, or traumatic situations that may accomplish advocacy or social change goals but may also inadvertently reinscribe oppressive relations. This paper considers several questions in relation to this practice: What does it do for dominant group members to hear stories of marginalization? How can telling stories ultimately reinscribe oppression? How could individuals who offer their stories benefit from sharing? What educational value does telling stories offer? If storytelling carries potential for reinscribing oppression, how else might educators advocate to meet the needs identified? To theorize this type of storytelling, I put Martin Buber’s work on I-Thou in conversation with work of Homi Bhabha. Buber’s theorizing allows the consideration of different types of relations, while Bhabha provides ways to explore the effects of what Buber terms an I-It relationship on individuals subject to systemic oppression. Ultimately, I explore ways to recenter minoritized voices and examine how it might be possible to consider oppressive systems without acquiescing to the demand for story.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"29 1","pages":"67 - 87"},"PeriodicalIF":1.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46896394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Six Fallacies Regarding the Question of Whether We Conceive of Practices as “Musical” 关于我们是否将实践视为“音乐”问题的六个谬误

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Philosophy of Music Education Review Pub Date : 2021-04-02 DOI: 10.2979/PHILMUSIEDUCREVI.29.1.07

Franz Kasper Krönig

{"title":"Six Fallacies Regarding the Question of Whether We Conceive of Practices as “Musical”","authors":"Franz Kasper Krönig","doi":"10.2979/PHILMUSIEDUCREVI.29.1.07","DOIUrl":"https://doi.org/10.2979/PHILMUSIEDUCREVI.29.1.07","url":null,"abstract":"Abstract:What forms of practices can we observe in music education settings? Is it always music just because there are instruments in the room and some sounds are produced or because we can identify some pieces of a musical work now and then? Or is it because the children are engaged in self-determined activities? Or does the verbalization of behavior in musical terms prove this to be musical practice? This and other thoughts that guided the initial interpretations in a teaching research project based on video materials have shown to be fallacies during deeper analyses. Since the indicators that this paper argues to be fallacies seem to be quite common–some in participatory observation of music practice (reflective practice of music educators) and others in theoretical and research work on music education–the identification and reflection of these fallacies could be of general value for music education discourse and practice. Various examples demonstrate how undifferentiated or even fallacious interpretations of practices in music education settings can undermine possibilities for aesthetic experience and musical practice. The paper argues that the necessary differentiation in observation depends on a reconsideration of philosophical questions and concepts from the past.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"29 1","pages":"102 - 116"},"PeriodicalIF":1.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45546280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language, Music, and Revitalizing Indigeneity: Effecting Cultural Restoration and Ecological Balance via Music Education 语言、音乐与原住民振兴:音乐教育对文化修复与生态平衡的影响

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Philosophy of Music Education Review Pub Date : 2021-04-02 DOI: 10.2979/PHILMUSIEDUCREVI.29.1.03

A. Prest, J. S. Goble

{"title":"Language, Music, and Revitalizing Indigeneity: Effecting Cultural Restoration and Ecological Balance via Music Education","authors":"A. Prest, J. S. Goble","doi":"10.2979/PHILMUSIEDUCREVI.29.1.03","DOIUrl":"https://doi.org/10.2979/PHILMUSIEDUCREVI.29.1.03","url":null,"abstract":"Abstract:In this paper, we explore challenges in conveying the culturally constructed meanings of local Indigenous musics and the worldviews they manifest to students in K-12 school music classes, when foundational aspects of the English language, historical and current discourse, and English language habits function to thwart the transmission of those meanings. We recount how, in settler colonial societies in North America, speakers of the dominant English language have historically misrepresented, discredited, and obscured cultural meanings that inhere in local Indigenous musics. First, we examine three ways in which the use of English has distorted the cultural meanings of those musics. Next, we explain how historical discourses in English have intentionally undervalued or discredited the values intrinsic to those musics, also describing how some current music education discourse in English might work against the embedding of Indigenous meanings in school music education settings. We then consider additional factors distinguishing Indigenous languages from European languages (especially English) to show how a people’s “language habits” influence their perception of and thus their relationship with their natural environment. We conclude by considering the role of music education in revitalizing local Indigenous languages and musics and advancing the cultural values of their originating communities.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"29 1","pages":"24 - 46"},"PeriodicalIF":1.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44576812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

David J. Elliott, Marissa Silverman, and Gary E. McPherson, eds., The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (New York, NY: Oxford University Press, 2019) David J. Elliott, Marissa Silverman和Gary E. McPherson主编。，《牛津音乐教育哲学与定性评估手册》(纽约，纽约:牛津大学出版社，2019)

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Philosophy of Music Education Review Pub Date : 2021-03-01 DOI: 10.2979/philmusieducrevi.29.1.09

C. Bernard

引用次数: 0

On the Usefulness of Nothingness: A Daoist-Inspired Philosophy of Music Education 论虚无的有用性:道家音乐教育哲学

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Philosophy of Music Education Review Pub Date : 2021-01-01 DOI: 10.2979/PHILMUSIEDUCREVI.29.1.06

Lu, Tan

引用次数: 1