Rethinking the Large Ensemble Paradigm: Moving toward Epistemic Justice

Autor/in	Hess, Juliet
Titel	Rethinking the Large Ensemble Paradigm: Moving toward Epistemic Justice
Quelle	In: Studies in Philosophy and Education, 42 (2023) 4, S.411-429 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hess, Juliet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-023-09882-8
Schlagwörter	Music Education; Epistemology; Justice; Culturally Relevant Education; Racism; Decolonization; Musicians + Suchen Sie Ihr Suchwort? Musikerziehung; Erkenntnistheorie; Gerechtigkeit; Rassismus; Dekolonisation; Entkolonialisierung; Musiker
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01