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Rethinking the Large Ensemble Paradigm: Moving Toward Epistemic Justice.
- Source :
-
Studies in Philosophy & Education . Jul2023, Vol. 42 Issue 4, p411-429. 19p. - Publication Year :
- 2023
-
Abstract
- In this paper, I center the epistemic dimensions of musics and musicking to consider the ways in which the band/orchestra/choir paradigm of music education prevalent in the U.S. and Canada may be implicated in epistemic injustice. Drawing in particular on the work of Fricker (Epistemic injustice: power and the ethics of knowing, Oxford University Press, New York, 2007), Dotson (Hypatia 26(2):236–257, 2011), and The Routledge Handbook of Epistemic Injustice (Kidd et al., The Routledge handbook of epistemic injustice, Routledge, New York, 2017), I explore facets of epistemic injustice and apply these ideas to music education school contexts in Canada and the U.S. I further explore aspects of school music that may amount to "testimonial smothering" (Dotson 2011) and "cognitive imperialism" (Battiste in Can J Native Educ 22:16–27, 1998). Ultimately, building on existing literature on epistemic justice (Kidd et al. 2017; Fricker 2007), I theorize an epistemically just music education for school music in alignment with culturally responsive, anti-racist, and anti-colonial teaching. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00393746
- Volume :
- 42
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Studies in Philosophy & Education
- Publication Type :
- Academic Journal
- Accession number :
- 164225656
- Full Text :
- https://doi.org/10.1007/s11217-023-09882-8