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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 17 citations exist upstream.