From: Philosophy of Music Education Review

Next Issue Previous Issue

  Volume 24, Number 1, Spring 2016

Table of Contents

Editorial

Editorial

pp. 1-2
Estelle R. Jorgensen
html icon HTML pdf icon Download PDF

Symposium

Knowledge-Power, Mastery-Institution: Re-Thinking Some Music Education Certainties Through Reflections on Hegel, Foucault, Rancière and Derrida

pp. 3-7
html icon HTML pdf icon Download PDF

Authority and Pedagogy as Framing

pp. 8-23
Patrick Schmidt
html icon HTML pdf icon Download PDF

Problematizing Knowledge–Power Relationships: A Rancièrian Provocation for Music Education

pp. 24-44
Panagiotis A. Kanellopoulos
html icon HTML pdf icon Download PDF

Struggling Musicians: Implications of the (Hegelian) Philosophy of Recognition for Music Education

pp. 45-64
Lauri Väkevä
html icon HTML pdf icon Download PDF

Uncommon Grounds: Preparing Students in Higher Music Education for the Unpredictable

pp. 65-83
Eleni Lapidaki
html icon HTML pdf icon Download PDF

To Name or Not to Name?: Social Justice, Poststructuralism, and Music Teacher Education

pp. 84-102
Lauren Kapalka Richerme
html icon HTML pdf icon Download PDF

Book Review

Embodied Knowledge in Ensemble Performance by J. Murphy McCaleb (review)

pp. 103-107
Eric C. Melley
html icon HTML pdf icon Download PDF