Literaturnachweis - Detailanzeige
| Autor/in | Rodríguez-Quiles, José A. |
|---|---|
| Titel | Music Teacher Training: A Precarious Area within the Spanish University |
| Quelle | In: British Journal of Music Education, 34 (2017) 1, S.81-94 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0265-0517 |
| Schlagwörter | Foreign Countries; Music Teachers; Music Education; Preservice Teacher Education; Curriculum Evaluation; Educational Practices; Relevance (Education); Educational Principles; Educational Objectives; Spain |
| Abstract | In the last few years expressions like "European convergence," "European Higher Education Area," "European Credit Transfer and Accumulation System" and others have become more and more usual not only in academic circles but also even in the mass media. But to what extent are these expressions valid for all knowledge areas in all EU countries? After analysing the curricula for Music Teaching Training in Spain (through the lens of J. Butler and J. Derrida) I will show the situation of "precarity" of this knowledge area under a postmodern perspective and how the expressions above have become non-neutral expressions "sous rature" that manage to preserve the rights of the already consolidated knowledge areas to the detriment of the non-consolidated ones. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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