ERIC Number: EJ1159100
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
The Perils of Repressive Tolerance in Music Education Curriculum
Perrine, William M.
Action, Criticism, and Theory for Music Education, v16 n2 p6-38 Oct 2017
In recent years, philosophers of music education have called for a greater degree of political engagement by music education practitioners. Using Marcuse's discussion of "repressive tolerance" as a conceptual framework, I argue that a politicized curriculum in music education works against the liberal ideas of free speech and a free marketplace of ideas, both of which are foundational to democratic society. In particular, when dissenting positions are repressed or misrepresented in a drive towards liberation, Critical Theory moves inappropriately into the realm of ideology. The application of Critical Theory to music education curriculum is critiqued in two areas: the danger of working within a closed theoretical system, and the discourse surrounding the large ensemble. I conclude by arguing that a degree of detachment from the political is, in fact, a virtue rather than a problem for music educators, and that this attitude should be commended rather than deconstructed.
Descriptors: Music, Music Education, Curriculum Development, Critical Theory, Music Teachers, Social Attitudes, Democratic Values, Ideology, Democracy, Social Justice
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; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A