Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Activism (1)
- Anti-Racist Pedagogy (1)
- Brazil (1)
- Corporatization of education (1)
- Critical Pedagogy (1)
-
- Critical education (1)
- Critical music education (1)
- Educational standardization (1)
- Epistemological colonialism/neocolonialism (1)
- Ethnographic fieldwork (1)
- Globalization (1)
- Music education (1)
- Peace education (1)
- Positivism (1)
- Racism (1)
- Social Justice (1)
- Steel pan (1)
- Teacher development (1)
- Teacher education (1)
- Trinidad (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
“Charleston, Goddam”: An Editorial Introduction To Act 14.2, Brent C. Talbot
“Charleston, Goddam”: An Editorial Introduction To Act 14.2, Brent C. Talbot
Sunderman Conservatory of Music Faculty Publications
In this editorial, I trace the events following the tragic and racist shootings that occurred at the A.M.E. church in Charleston, South Carolina on June 17, 2015. Drawing upon anti-racist scholars and musical activists, I make a case for getting political and for cultivating activism in our classrooms. I ask our field to critically reflect upon our participation in a system that advantages Whites. I suggest that one possibility to engage in dialogue around issues of race is to encourage an environment of musical creativity where—together with students—teachers study and write music that speaks to our times and addresses issues …
Outside Ourselves: Becoming Better Teachers Through Ethnographic Fieldwork, Brent C. Talbot
Outside Ourselves: Becoming Better Teachers Through Ethnographic Fieldwork, Brent C. Talbot
Sunderman Conservatory of Music Faculty Publications
"Two questions students often ask me are: “why do you travel so much?” and “why do you engage in so much research?” My answer to both is relatively simple, “to become a more informed person and teacher.” [excerpt]
Fighting A Resurgent Hyper-Positivism In Education Is Music To My Ears, Hakim Mohandas Amani Williams
Fighting A Resurgent Hyper-Positivism In Education Is Music To My Ears, Hakim Mohandas Amani Williams
Africana Studies Faculty Publications
In this article, I argue that one of the gifts of the Age of Enlightenment, the ability to measure, to experiment, to predict—turned rancid by hyper-positivism—is re-asserting itself globally in the field of education (including music education). I see a neoliberal, neocolonial connection—in terms of the ideologies that fuel them—between some of the homogenizing, epistemologically/culturally imperialist aspects of globalization and this resurgent hyper-positivism that has been accompanied by a corporatization of education. I posit that critical education, including critical music education, is an essential component of a necessary—if rancorous—dialogue in maintaining a definition of education that is as varied and …