- What Should the Music Education Profession Expect of Philosophy?
- Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences
- Voicing <i>Imbas:</i> Performing a Philosophy of Music Education
- Philosophy of Music Education as Art of Life: A Deweyan View
- Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental
- Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound
- The Grain of the Music: Does Music Education “Mean” Something in Japan?
- Musical Education: From Identity to Becoming
- Teaching Practices in Persian Art Music
- Understanding Music’s Therapeutic Efficacy: Implications for Music Education
- The Impossible Profession
- Education in Latin American Music Schools: A Philosophical Perspective
- Must Music Education Have an Aim?
- Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education
- Ethical Dimensions of School-Based Music Education
- Engaging Student Ownership of Musical Ideas
- Understanding Music as the Philosophical Focus of Music Education
- Musical Heuristics: Contributions to the Understanding of Musical Creative Processes
- Nurturing the Songcatchers: Philosophical Issues in the Teaching of Music Composition
- Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education
- Good for What, Good for Whom?: Decolonizing Music Education Philosophies
- Place, Music Education, and the Practice and Pedagogy of Philosophy
- On Informalities in Music Education
- Music Education for “All My Relations”
- But Is It Philosophy?
Abstract and Keywords
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.
Sandra Stauffer is Professor of Music Education at Arizona State University, where she teaches undergraduate and graduate courses in general music, creativity, and qualitative research. Sandra is co-author/co-editor with Margaret Barrett of Narrative Inquiry in Music Education: Troubling Certainty and Narrative Soundings: An Anthology of Narrative Inquiry in Music Education, as well as co-author with others of general music pedagogical texts. Sandra has collaborated with composer Morton Subotnick in the development of his creative music software for children, and her studies of children and young people as composers appear in research and pedagogy journals.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.