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AutorHess, Juliet
TitelRevolutionary Activism in Striated Spaces? Considering an Activist Music Education in K-12 Schooling
QuelleIn: Action, Criticism, and Theory for Music Education, 17 (2018) 2, S.22-49 (28 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1545-4517
SchlagwörterActivism; Music; Music Education; Elementary Secondary Education; Musicians; Qualitative Research; Vignettes; Music Teachers; Creativity
AbstractGiven the hierarchies, limitations, and power embedded in institutions such as schools, this paper examines whether an activist music education that occurs inside of school can be truly revolutionary. I draw upon Deleuze and Guattari's (2005/1987) treatise on "Nomadology and the War Machine" as a conceptual framework for this philosophical paper, exploring the definition of revolutionary activism and the (im)possibility for "creative lines of flight" to be drawn in schools. I further introduce the elements of an activist music education, as put forward by 20 activist-musicians in a qualitative study, and offer three vignettes from a fictionalized activist music program. I draw upon the vignettes to problematize the possibility of revolutionary activism in schools, pointing to the complexities of educators as both State and non-State actors, the complications introduced in considering Bell's (1995)principle of interest convergence, and the potential of an activist education to fall into microfascist behavior. In conclusion, I note the impossibility of engaging in truly revolutionary music education in schools. (As Provided).
AnmerkungenMayDay 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 vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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