NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1076725
Record Type: Journal
Publication Date: 2013
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1063-5734
Performing Tolerance and Curriculum: The Politics of Self-Congratulation, Identity Formation, and Pedagogy in World Music Education
Hess, Juliet
Philosophy of Music Education Review, v21 n1 p66-91 Spr 2013
This article explores how it might be possible to engage in world music ethically. I examine ways that traditional engagements can be problematic in order to push towards new possibilities for encounters and engagement. I begin by considering my own experience with world music. Moving to the theoretical, I consider "world music" study and the ways in which it defines the white, bourgeois subject, both socially and professionally. My conception of world music is spatial and temporal, as it represents journey into a culture in order to learn its music. From identity formation, I then consider curriculum and pedagogy, concluding by offering several alternative practices that may allow for an ethical, non-essentializing approach to the study of world music. I align these culminating suggestions, in some ways, with principles of critical pedagogy.
Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto); Ghana
Grant or Contract Numbers: N/A