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| Autor/in | Hess, Juliet |
|---|---|
| Titel | Performing Tolerance and Curriculum: The Politics of Self-Congratulation, Identity Formation, and Pedagogy in World Music Education |
| Quelle | In: Philosophy of Music Education Review, 21 (2013) 1, S.66-91 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-5734 |
| DOI | 10.2979/philmusieducrevi.21.1.66 |
| Schlagwörter | Music Education; Cultural Awareness; Ethnology; Cultural Context; Social Environment; Ethics; Cross Cultural Studies; Curriculum; Teaching Methods; Self Concept; Identification (Psychology); Tourism; Foreign Countries; Canada (Toronto); Ghana |
| Abstract | This article explores how it might be possible to engage in world music ethically. I examine ways that traditional engagements can be problematic in order to push towards new possibilities for encounters and engagement. I begin by considering my own experience with world music. Moving to the theoretical, I consider "world music" study and the ways in which it defines the white, bourgeois subject, both socially and professionally. My conception of world music is spatial and temporal, as it represents journey into a culture in order to learn its music. From identity formation, I then consider curriculum and pedagogy, concluding by offering several alternative practices that may allow for an ethical, non-essentializing approach to the study of world music. I align these culminating suggestions, in some ways, with principles of critical pedagogy. (As Provided). |
| Anmerkungen | Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: http://www.iupress.indiana.edu/catalog/index.php?cPath=519_701 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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