In this Issue

Table of Contents

Editorial

Estelle R. Jorgensen
pp. 1-2
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Knowledge-Power, Mastery-Institution: Re-Thinking Some Music Education Certainties Through Reflections on Hegel, Foucault, Rancière and Derrida

pp. 3-7
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Authority and Pedagogy as Framing

Patrick Schmidt
pp. 8-23
DOI: https://doi.org/10.2979/philmusieducrevi.24.1.03
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Problematizing Knowledge–Power Relationships: A Rancièrian Provocation for Music Education

Panagiotis A. Kanellopoulos
pp. 24-44
DOI: https://doi.org/10.2979/philmusieducrevi.24.1.04
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Struggling Musicians: Implications of the (Hegelian) Philosophy of Recognition for Music Education

Lauri Väkevä
pp. 45-64
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Uncommon Grounds: Preparing Students in Higher Music Education for the Unpredictable

Eleni Lapidaki
pp. 65-83
DOI: https://doi.org/10.2979/philmusieducrevi.24.1.06
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To Name or Not to Name?: Social Justice, Poststructuralism, and Music Teacher Education

Lauren Kapalka Richerme
pp. 84-102
DOI: https://doi.org/10.2979/philmusieducrevi.24.1.07
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Embodied Knowledge in Ensemble Performance by J. Murphy McCaleb (review)

Eric C. Melley
pp. 103-107
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