A "Discomfortable" Approach to Music Education: Re-Envisioning the "Strange Encounter"

Autor/in	Hess, Juliet
Titel	A "Discomfortable" Approach to Music Education: Re-Envisioning the "Strange Encounter"
Quelle	In: Philosophy of Music Education Review, 26 (2018) 1, S.24-45 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
DOI	10.2979/philmusieducrevi.26.1.03
Schlagwörter	Music; Music Education; Epistemology; Music Teachers; Music Activities + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Erkenntnistheorie; Music; Teacher; Teachers; Musiklehrer; Musikalische Aktion
Abstract	In considering the potential of world music in music education, we might imagine ways to think about musics in cultural context or on their own terms. Engaging musics on their own terms involves embracing epistemological diversity; different epistemological frameworks accompany different musics and treating musics ethnocentrically is both an injustice and effectively an epistemological colonization. In considering how to engage musics and their accompanying sociohistorical and sociopolitical contexts on their own terms, I put forward Mikhail Bakhtin's work on dialogism as a theoretical framework to examine the encounter, drawing also upon Sara Ahmed's conceptualization of the "strange encounter" and Megan Boler's "pedagogy of discomfort" to consider pedagogical possibilities for fostering ethical encounters in music education and critical and mindful engagement in any musical encounter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01