Including the Epistemic in Democratic Music Pedagogy

Autor/in	MacLean, Tessa
Titel	Including the Epistemic in Democratic Music Pedagogy
Quelle	In: Philosophy of Music Education Review, 31 (2023) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
Schlagwörter	Epistemology; Music Education; Educational Philosophy; Democracy; Social Justice; Inclusion; Student Participation + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Musikerziehung; Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Soziale Gerechtigkeit; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Philosophical descriptions of democratic music education frequently rely on "inclusion" and "participation" as the defining features of democratically oriented music programs. Democratic epistemic considerations, such as regulatory ideals of musical quality and excellence, however, are less commonly cited, if not actively avoided. This paper addresses several primary reasons for the paucity of epistemic considerations in democratic music education and problematizes current concerns about epistemic judgements from a democratic perspective. Drawing on Miranda Fricker's influential concept of epistemic injustice, this paper argues that democratic dialogue that respects values of diversity and inclusion cannot legitimately ignore epistemic dimensions because doing so occludes the epistemic dimensions of cultural, racial, and gender diversity in music education classrooms. (As Provided).
Anmerkungen	Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://iupress.org/journals/pmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01