ERIC Number: EJ1231709
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
"In Loco Parentis" and the Politically-Directed Music Curriculum
Perrine, William M.
Philosophy of Music Education Review, v27 n2 p171-191 Fall 2019
The pedagogical aim of liberation, as drawn from critical pedagogy, poses significant philosophical problems. In this paper, I argue that the fundamental right to direct the education of children rests with the family situated within a particular local community. This authority is then delegated to the state through the institution of the school via a social contract that can be described as "in loco parentis." Advocating liberation as a universally appropriate educational good encourages teachers to violate this social contract by seeking to free children from family and community attachments deemed to be repressive within the context of a particular form of moral reasoning. Music educators utilizing the language of critical pedagogy thus adopt the framework of a contestable philosophical tradition that in turns instrumentalizes the music curriculum, subordinating the study or creation of music to external social goals. Instead, I argue that seeking to liberate children engenders political proselytization due to its imperative in converting children from one philosophical tradition to another. I conclude that directed efforts towards liberation should be avoided in the music classroom, that parents have a right to resist efforts to liberate their children, and that music education should prioritize artistic over political ends.
Descriptors: Teaching Methods, Critical Theory, Educational Philosophy, Moral Values, Music Education, Music Teachers, Guidelines, Parent Attitudes, Politics of Education, Parent Child Relationship, Parent Role, Moral Development, Ethics, Political Attitudes, Family School Relationship, School Community Relationship, Neighborhoods, Social Values, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A