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In this Issue

Table of Contents

  1. Editorial
  2. Estelle R. Jorgensen
  3. pp. 115-117
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.01
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  1. Here is the Other, Coming/Come InAn Examination of Spain’s Contemporary Multicultural Music Education Discourses
  2. Antía González Ben
  3. pp. 118-138
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.02
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  1. “I Wish to Be Wordless”Philosophizing through the Chinese Guqin
  2. Leonard Tan, Mengchen Lu
  3. pp. 139-154
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.03
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  1. Tehran’s Epistemic HeterotopiaResisting Music Education
  2. Nasim Niknafs
  3. pp. 155-175
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.04
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  1. Too Much Noise in the Classroom? Towards a Praxis of Conceptualization
  2. Graham McPhail
  3. pp. 176-198
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.05
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In Dialogue

  1. Response to Leonard Tan and Mengchen Lu, “‘I Wish to Be Wordless’: Philosophizing Through the Chinese Guqin.”
  2. Chiao-Wei Liu
  3. pp. 199-202
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.06
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In Memoriam

  1. In Memoriam: Eleanor V. Stubley (1960–2017)
  2. Roberta Lamb
  3. pp. 203-209
  4. DOI: https://doi.org/10.2979/philmusieducrevi.26.2.07
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Book Reviews

  1. Culturally Responsive Teaching in Music Education: From Understanding to Application by Vicky R. Lind and Constance L. McKoy (review)
  2. Eric Shieh
  3. pp. 210-216
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  1. Policy and the Political Life of Music Education ed. by Patrick Schmidt and Richard Colwell (review)
  2. Hung-Pai Chen
  3. pp. 217-220
  4. restricted access