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ERIC Number: EJ1061214
Record Type: Journal
Publication Date: 2015-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 70
ISSN: EISSN-1545-4517
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.
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:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil; Trinidad and Tobago