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Table of Contents

  1. Editorial
  2. Estelle R. Jorgensen
  3. pp. 1-2
  4. restricted access
  1. Knowledge-Power, Mastery-Institution: Re-Thinking Some Music Education Certainties Through Reflections on Hegel, Foucault, Rancière and Derrida
  3. pp. 3-7
  4. restricted access
  1. Authority and Pedagogy as Framing
  2. Patrick Schmidt
  3. pp. 8-23
  4. DOI: https://doi.org/10.2979/philmusieducrevi.24.1.03
  5. restricted access
  1. Problematizing Knowledge–Power Relationships: A Rancièrian Provocation for Music Education
  2. Panagiotis A. Kanellopoulos
  3. pp. 24-44
  4. DOI: https://doi.org/10.2979/philmusieducrevi.24.1.04
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  1. Struggling Musicians: Implications of the (Hegelian) Philosophy of Recognition for Music Education
  2. Lauri Väkevä
  3. pp. 45-64
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  1. Uncommon Grounds: Preparing Students in Higher Music Education for the Unpredictable
  2. Eleni Lapidaki
  3. pp. 65-83
  4. DOI: https://doi.org/10.2979/philmusieducrevi.24.1.06
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  1. To Name or Not to Name?: Social Justice, Poststructuralism, and Music Teacher Education
  2. Lauren Kapalka Richerme
  3. pp. 84-102
  4. DOI: https://doi.org/10.2979/philmusieducrevi.24.1.07
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  1. Embodied Knowledge in Ensemble Performance by J. Murphy McCaleb (review)
  2. Eric C. Melley
  3. pp. 103-107
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