In this Issue
PMER invites original and previously unpublished submissions, including articles (no longer than 7500 words) addressing philosophical or theoretical issues relevant to music education; responses to articles that have appeared in PMER, or comments on other issues relevant to the philosophy of music education (no longer than 1500 words); and book reviews, offering critical analysis of recent publications dealing with philosophical or theoretical issues in music education (suggested length: 2500 words).
Authors may register with the Philosophy of Music Education Review, review submission guidelines, and submit manuscripts for consideration via the journal’s online submissions website: http://www.pmer.iu.edu. Editorial inquiries may be directed to Estelle R. Jorgensen, Editor, at jorgense@indiana.edu.
published by
Indiana University Pressviewing issue
Volume 24, Number 1, Spring 2016Table of Contents

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View Knowledge-Power, Mastery-Institution: Re-Thinking Some Music Education Certainties Through Reflections on Hegel, Foucault, Rancière and Derrida
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View Struggling Musicians: Implications of the (Hegelian) Philosophy of Recognition for Music Education
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ISSN | 1543-3412 |
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Print ISSN | 1063-5734 |
Launched on MUSE | 2016-07-15 |
Open Access | No |
Copyright
Copyright © Philosophy of Music Education Review