Re-Introducing Deweyan Constructs to School Music

Autor/in	Burke, Harry
Titel	Re-Introducing Deweyan Constructs to School Music
Quelle	In: Australian Journal of Music Education, 51 (2017) 2, S.46-57 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Music Education; Educational Philosophy; Progressive Education; Inclusion; Cross Cultural Studies; Educational Attitudes; Music Teachers; Foreign Countries; Experiential Learning; Academic Aspiration; Secondary School Students; Democratic Values; Educational Policy; United States; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Bildungsphilosophie; Erziehungsphilosophie; Reformpädagogik; Progressive Erziehung; Inklusion; Cultural comparison; Kulturvergleich; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Music; Teacher; Teachers; Musiklehrer; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Sekundarschüler; Politics of education; Bildungspolitik; USA; Großbritannien; Australien
Abstract	The narrowing of the school curriculum in the USA, the UK and Australia to support subjects of perceived economic importance has seen a renewed interest in the educational philosophy of John Dewey (1859-1952), (Elliott, 2012; Englund; 2016, Woodford, 2012). An ever-increasing number of secondary school students, especially in the USA, are now unable to pursue their aspirations in disciplines that are not considered essential learning, for example music and art education (Burke, 2015; Hansen & James, 2016). Progressive educators contend that if a more civilized and democratic society is to develop, the principles of democratic education delineated by Dewey in the first half of the twentieth century need to be reestablished in schools (Hansen & James, 2016). Current educational rationales give students very little opportunity to contribute to civic and community activities (Englund, Queennerstedt & Wahlström, 2009). Dissatisfaction with school music education in the USA, the UK and Australia to develop inclusive music policies in the recent past has seen a renewed interest by music educators and teachers in the work of Dewey (Elliott 2012; Dillon, 2005; Green, 2002; Woodford, 2014). (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01