Issue Cover

From: Philosophy of Music Education Review

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restricted access   Volume 24, Number 1, Spring 2016

Table of Contents

Editorial

Editorial

pp. 1-2
Estelle R. Jorgensen
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Symposium

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

pp. 8-23
Patrick Schmidt
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Problematizing Knowledge–Power Relationships: A Rancièrian Provocation for Music Education

pp. 24-44
Panagiotis A. Kanellopoulos
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Struggling Musicians: Implications of the (Hegelian) Philosophy of Recognition for Music Education

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

pp. 65-83
Eleni Lapidaki
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To Name or Not to Name?: Social Justice, Poststructuralism, and Music Teacher Education

pp. 84-102
Lauren Kapalka Richerme
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Book Review

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

pp. 103-107
Eric C. Melley
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