ERIC Number: EJ1061214
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 70
Fighting a Resurgent Hyper-Positivism in Education Is Music to My Ears
Williams, Hakim M. A.
Action, Criticism, and Theory for Music Education, v14 n1 p19-43 Apr 2015
In this article, I argue that one of the gifts of the Age of Enlightenment, the ability to measure, to experiment, to predict--turned rancid by hyper-positivism--is reasserting itself globally in the field of education (including music education). I see a neoliberal, neocolonial connection--in terms of the ideologies that fuel them--between some of the homogenizing, epistemologically/culturally imperialist aspects of globalization and this resurgent hyper-positivism that has been accompanied by a corporatization of education. I posit that critical education, including critical music education, is an essential component of a necessary--if rancorous--dialogue in maintaining a definition of education that is as varied and diverse as those students we wish to educate. In essence, I argue that critical education is one of many tools to help us fight a "re-colonization" by this resurgent hyper-positivism in education.
Descriptors: Music Education, Neoliberalism, Critical Thinking, Critical Theory, Student Diversity, Philosophy, Social Justice, Foreign Countries, Social History
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil; Trinidad and Tobago