Keeping the Dialectic Open for Music Education

Sonst. Personen	Bates, Vincent C. (Hrsg.)
Titel	Keeping the Dialectic Open for Music Education
Quelle	In: Action, Criticism, and Theory for Music Education, 16 (2017) 1, S.1-9 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music; Music Education; Critical Theory; Educational Philosophy; Social Theories + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Kritische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Gesellschaftstheorie
Abstract	This article explores four reasons for devoting a review issue of Action, Criticism, and Theory for Music Education to Randall Allsup's Remixing the Classroom: Toward an Open Philosophy of Music Education. First, Allsup seems to recognize the social, cultural, and somatic situatedness of his own thinking, a materialist and constructionist stance consistent with ACT's focus in critical social theory. Second, Allsup's approach further complements the ideals of the MayDay Group. Third, Allsup directly challenges praxial philosophies of music education that have been and continue to be foundational in ACT and the MayDay Group--a challenge that calls for a response. Finally, in his dialectical struggle between open and closed forms, Allsup foregrounds openness and rupture, a necessity in efforts for emancipatory change music 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