Fighting a Resurgent Hyper-Positivism in Education Is Music to My Ears

Autor/in	Williams, Hakim M. A.
Titel	Fighting a Resurgent Hyper-Positivism in Education Is Music to My Ears
Quelle	In: Action, Criticism, and Theory for Music Education, 14 (2015) 1, S.19-43 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Stellungnahme; Music Education; Neoliberalism; Critical Thinking; Critical Theory; Student Diversity; Philosophy; Social Justice; Foreign Countries; Social History; Brazil; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Musikerziehung; Neo-liberalism; Neoliberalismus; Kritisches Denken; Kritische Theorie; Philosophie; Soziale Gerechtigkeit; Ausland; Sozialgeschichte; Brasilien; Trinidad und Tobago
Abstract	In this article, I argue that one of the gifts of the Age of Enlightenment, the ability to measure, to experiment, to predict--turned rancid by hyper-positivism--is reasserting itself globally in the field of education (including music education). I see a neoliberal, neocolonial connection--in terms of the ideologies that fuel them--between some of the homogenizing, epistemologically/culturally imperialist aspects of globalization and this resurgent hyper-positivism that has been accompanied by a corporatization of education. I posit that critical education, including critical music education, is an essential component of a necessary--if rancorous--dialogue in maintaining a definition of education that is as varied and diverse as those students we wish to educate. In essence, I argue that critical education is one of many tools to help us fight a "re-colonization" by this resurgent hyper-positivism in education. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01