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ERIC Number: EJ1154748
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1063-5734
Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education
Hess, Juliet
Philosophy of Music Education Review, v25 n2 p171-191 Fall 2017
In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the problematic side of critical pedagogy and ask two important questions: Are there any restrictions or limits placed on who can enact critical pedagogy in music education? And are there any so-called "casualties" of critical pedagogy in music education or in education more generally? To consider these questions philosophically, I employ a critical race lens to explore tenets of critical pedagogy and their applications to music education, as illustrated in the ideas and practices of four elementary music teachers who strove to challenge dominant paradigms of music education. By examining critical pedagogy in music education with a critical lens, I seek to illuminate the philosophical complexities and paradoxes of engaging critical pedagogy in the classroom.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A