"In Loco Parentis" and the Politically-Directed Music Curriculum

Autor/in	Perrine, William M.
Titel	"In Loco Parentis" and the Politically-Directed Music Curriculum
Quelle	In: Philosophy of Music Education Review, 27 (2019) 2, S.171-191 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
Schlagwörter	Teaching Methods; Critical Theory; Educational Philosophy; Moral Values; Music Education; Music Teachers; Guidelines; Parent Attitudes; Politics of Education; Parent Child Relationship; Parent Role; Moral Development; Ethics; Political Attitudes; Family School Relationship; School Community Relationship; Neighborhoods; Social Values; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Richtlinien; Elternverhalten; Educational policy; Bildungspolitik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Moralische Entwicklung; Ethik; Political attitude; Politische Einstellung; Neighbourhoods; Nachbarschaft; Sozialer Wert
Abstract	The pedagogical aim of liberation, as drawn from critical pedagogy, poses significant philosophical problems. In this paper, I argue that the fundamental right to direct the education of children rests with the family situated within a particular local community. This authority is then delegated to the state through the institution of the school via a social contract that can be described as "in loco parentis." Advocating liberation as a universally appropriate educational good encourages teachers to violate this social contract by seeking to free children from family and community attachments deemed to be repressive within the context of a particular form of moral reasoning. Music educators utilizing the language of critical pedagogy thus adopt the framework of a contestable philosophical tradition that in turns instrumentalizes the music curriculum, subordinating the study or creation of music to external social goals. Instead, I argue that seeking to liberate children engenders political proselytization due to its imperative in converting children from one philosophical tradition to another. I conclude that directed efforts towards liberation should be avoided in the music classroom, that parents have a right to resist efforts to liberate their children, and that music education should prioritize artistic over political ends. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01