Place, Music Education, and the Practice and Pedagogy of Philosophy

Research output: Chapter in Book/Report/Conference proceedingChapter

6 Citations (Scopus)

Abstract

This article presents an overview of philosophy of place, and summarizes the emergence of philosophy and pedagogy of place in education. Following an example of place-conscious education in music, it considers the potential of philosophy of place for transformation in music education. The article suggests that "music education" has become a place-bound concept, and that philosophical approaches in the community of music education tend to reify music and practice. It also contends that foregrounding questions important in philosophy of place may enhance engagement in critical dialogue, problematize discourse and practice, and generate needed impetus for transforming music education in the twenty-first century.

Original languageEnglish (US)
Title of host publicationThe Oxford Handbook of Philosophy in Music Education
PublisherOxford University Press
ISBN (Print)9780199968893, 9780195394733
DOIs
StatePublished - Sep 18 2012

Fingerprint

Philosophy
Pedagogy
Music Education
Education
Music
Foregrounding
Conscious
Impetus
Dialogue Discourse

Keywords

  • Music education
  • Pedagogy of place
  • Philosophy of place
  • Place-conscious education

ASJC Scopus subject areas

  • Arts and Humanities(all)

Cite this

Stauffer, S. (2012). Place, Music Education, and the Practice and Pedagogy of Philosophy. In The Oxford Handbook of Philosophy in Music Education Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195394733.013.0023

Place, Music Education, and the Practice and Pedagogy of Philosophy. / Stauffer, Sandra.

The Oxford Handbook of Philosophy in Music Education. Oxford University Press, 2012.

Research output: Chapter in Book/Report/Conference proceedingChapter

Stauffer, S 2012, Place, Music Education, and the Practice and Pedagogy of Philosophy. in The Oxford Handbook of Philosophy in Music Education. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195394733.013.0023
Stauffer S. Place, Music Education, and the Practice and Pedagogy of Philosophy. In The Oxford Handbook of Philosophy in Music Education. Oxford University Press. 2012 https://doi.org/10.1093/oxfordhb/9780195394733.013.0023
Stauffer, Sandra. / Place, Music Education, and the Practice and Pedagogy of Philosophy. The Oxford Handbook of Philosophy in Music Education. Oxford University Press, 2012.
@inbook{d5353731a67245c093b063b2125e28ec,
title = "Place, Music Education, and the Practice and Pedagogy of Philosophy",
abstract = "This article presents an overview of philosophy of place, and summarizes the emergence of philosophy and pedagogy of place in education. Following an example of place-conscious education in music, it considers the potential of philosophy of place for transformation in music education. The article suggests that {"}music education{"} has become a place-bound concept, and that philosophical approaches in the community of music education tend to reify music and practice. It also contends that foregrounding questions important in philosophy of place may enhance engagement in critical dialogue, problematize discourse and practice, and generate needed impetus for transforming music education in the twenty-first century.",
keywords = "Music education, Pedagogy of place, Philosophy of place, Place-conscious education",
author = "Sandra Stauffer",
year = "2012",
month = "9",
day = "18",
doi = "10.1093/oxfordhb/9780195394733.013.0023",
language = "English (US)",
isbn = "9780199968893",
booktitle = "The Oxford Handbook of Philosophy in Music Education",
publisher = "Oxford University Press",

}

TY - CHAP

T1 - Place, Music Education, and the Practice and Pedagogy of Philosophy

AU - Stauffer, Sandra

PY - 2012/9/18

Y1 - 2012/9/18

N2 - This article presents an overview of philosophy of place, and summarizes the emergence of philosophy and pedagogy of place in education. Following an example of place-conscious education in music, it considers the potential of philosophy of place for transformation in music education. The article suggests that "music education" has become a place-bound concept, and that philosophical approaches in the community of music education tend to reify music and practice. It also contends that foregrounding questions important in philosophy of place may enhance engagement in critical dialogue, problematize discourse and practice, and generate needed impetus for transforming music education in the twenty-first century.

AB - This article presents an overview of philosophy of place, and summarizes the emergence of philosophy and pedagogy of place in education. Following an example of place-conscious education in music, it considers the potential of philosophy of place for transformation in music education. The article suggests that "music education" has become a place-bound concept, and that philosophical approaches in the community of music education tend to reify music and practice. It also contends that foregrounding questions important in philosophy of place may enhance engagement in critical dialogue, problematize discourse and practice, and generate needed impetus for transforming music education in the twenty-first century.

KW - Music education

KW - Pedagogy of place

KW - Philosophy of place

KW - Place-conscious education

UR - http://www.scopus.com/inward/record.url?scp=84923399472&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84923399472&partnerID=8YFLogxK

U2 - 10.1093/oxfordhb/9780195394733.013.0023

DO - 10.1093/oxfordhb/9780195394733.013.0023

M3 - Chapter

AN - SCOPUS:84923399472

SN - 9780199968893

SN - 9780195394733

BT - The Oxford Handbook of Philosophy in Music Education

PB - Oxford University Press

ER -