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David Lines; Daniela Bartels – Philosophy of Music Education Review, 2023
Music education is a social act oriented around interactions between people in public spaces. These spaces provide opportunities for what Hannah Arendt calls natality, which we interpret as new and unexpected actions that arise in a shared space. Drawing from a range of ideas and experiences of Arendt, bell hooks, Joan Baez, Martha Nussbaum, and…
Descriptors: Music Education, Emotional Experience, Power Structure, Metacognition
Perrine, William M. – Philosophy of Music Education Review, 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…
Descriptors: Teaching Methods, Critical Theory, Educational Philosophy, Moral Values
Hess, Juliet – Philosophy of Music Education Review, 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…
Descriptors: Critical Theory, Criticism, Music Education, Teaching Methods
Kanellopoulos, Panagiotis A. – Philosophy of Music Education Review, 2016
This paper suggests a framework for re-thinking the relationships between power and knowledge in music education. Informed by Jacques Rancière's notion of equality it explores how a dialectic between knowledge/mastery and ignorance/equality effects a rupture in the canonical relationships between knowledge and authority. Further, and based on a…
Descriptors: Music, Music Education, Creativity, Music Techniques
Louth, Paul – Philosophy of Music Education Review, 2013
This paper considers the issue of computer-assisted composition in formal music education settings from the perspective of critical theory. The author examines the case of MIDI-based software applications and suggests that the greatest danger from the standpoint of ideology critique is not the potential for circumventing a traditional…
Descriptors: Music Education, Musical Composition, Computer Uses in Education, Educational Technology