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date: 06 April 2020

(p. ix) Contributors

(p. ix) Contributors

Wayne Bowman is Professor of Music and Music Education at Brandon University in Manitoba, Canada. He has also held positions at Mars Hill College (North Carolina), at the University of Toronto, and at New York University. Dr. Bowman is author of Philosophical Perspectives on Music (Oxford University Press, 1998) and numerous book chapters and journal articles pursuant to music education philosophy. He is former editor of the scholarly, peer-reviewed journal, Action, Criticism, and Theory for Music Education. An accomplished trombonist and jazz educator, Dr. Bowman earned his graduate degrees at the University of Illinois at Urbana.

Deborah Bradley teaches in the Faculty of Music and Emmanuel College at the University of Toronto, and has also taught in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her research focuses on anti-racism, anti-colonialism, and social justice in music education. Dr. Bradley’s work is published in the Philosophy of Music Education Review; Action, Criticism, and Theory for Music Education; Music Education Research; and Diverse Methodologies in Music Education.

David J. Elliott is Professor of Music Education at New York University. Before his NYU appointment, he taught at the University of Toronto for twenty-eight years and held visiting professorships at Indiana University, University of North Texas, Northwestern University, University of Limerick, and the Puerto Rico Conservatory of Music. He has published on music education philosophy, community music, creativity, jazz, and multiculturalism. He is the author of Music Matters: A New Philosophy of Music Education, editor of Praxial Music Education, editor of Action, Criticism, and Theory for Music Education, and founder of the International Journal of Community Music.

Ana Lucía Frega is a music educator born in Buenos Aires, Argentina, who has taught at all levels of her country’s general and artistic education system. An extensively published author in the Spanish-speaking world, she lectures regularly in France, Spain, Portugal, Canada, Greece, Australia and USA. Dr. Frega has served as Principal of School of Performing Arts at the Teatro Colon, as President of ISME, as an ExCom of IMC of UNESCO, and is a permanent member of the Argentinian Academy of Education. Her book All for Music, Music for All was published in 1998 by the University of Praetoria, South Africa.

Harold Fiske is Professor Emeritus, University of Western Ontario, Canada. He received B.M. and M.M. degrees from Boston University and a PhD from the (p. x) University of Connecticut. He has published five books and many articles concerning music cognitive philosophy and learning, with particular emphasis on musical understanding. He has served as Chair of the ISME Research Commission, the Research Alliance of Institutes for Music Education (RAIME), and the Music Education Department at Western.

Chris Higgins is Assistant Professor of Philosophy of Education in the Department of Education Policy, Organization & Leadership at the University of Illinois at Urbana-Champaign. His publications include “The Possibility of Public Education in an Instrumentalist Age” (Educational Theory), “Educational Aesthetics” (Routledge Handbook of Research on the Sociocultural Foundations of Education), and “Interlude: Reflections on a Line from Dewey” (Springer International Handbook of Research in Arts Education). His book, The Good Life of Teaching: An Ethics of Professional Practice (Wiley-Blackwell), offers a new, virtue-ethical approach to professional ethics and the philosophy of teaching.

V. A. Howard co-founded and co-directed Harvard University’s Philosophy of Education Research Centre from 1983 to 2000. He is the author of many articles and books on the arts and learning, including Artistry: the Work of Artists (1982), Learning by all Means: Lessons from the Arts (1992), and Charm and Speed: Virtuosity in the Performing Arts (2008).

Tadahiko Imada is a Professor at Hirosaki University, teaching music education based on the concept of soundscape. He earned his PhD from the University of British Columbia. He is co-author (with R. Murray Schafer, 1996 & 2009) of A Little Sound Education and Music Education Policy and Implementation: International Perspectives (2008). Prior to joining the faculty at Hirosaki University, he was a postdoctoral research fellow at Roehampton Institute, London. He was Visiting Distinguished Professor at the University of Tennessee at Martin in 2002. He recently translated Indirect Procedures: A Musician’s Guide to the Alexander Technique by Pedro de Alcantara into Japanese.

Estelle R. Jorgensen is Professor of Music at the Jacobs School of Music, Indiana University, Bloomington, where she teaches courses in the foundations of music education. She is author of In Search of Music Education (University of Illinois Press, 1997); Transforming Music Education (Indiana University Press, 2003); The Art of Teaching Music (Indiana University Press, 2008); Pictures of Music Education (Indiana University Press, 2011); and editor of Philosophy of Music Education Review.

John Kratus is professor of music education at Michigan State University School of Music, where he teaches secondary general music methods, music education foundations, philosophy of music education, research methods, psychology of music, and songwriting. He has published widely on the topics of creativity and curriculum development and has presented his ideas to audiences around the world. He gave keynote addresses to conferences of the International Society for Music Education and the College Music Society, and at the request of the United States (p. xi) government provided in-service training to music educators who teach the children of American military personnel around the world.

Ricardo Mandolini born in Argentina, earned the titles Profesor de Composición from the Conservatorio Beethoven in Buenos Aires, Künstlerische Reifeprüfung from Musikhochschule Köln, PhD from University of Paris VIII (under Daniel Charles), and Habilitation à diriger des recherché from University of Paris I – Sorbonne (under Costin Miereanu). He is professor of music at the University of Lille III. An award-winning composer of electronic music, his music has been played in contemporary music concerts and festivals in Europe and North America. In 2002, Mandolini was awarded the Magisterium from the Bourges international electroacoustic music competition, in recognition of his achievements as a composer.

Dr. Charlene A. Morton was a faculty member at the University of Prince Edward Island and University of British Columbia from 1998 to 2012, where she taught a variety courses in the teacher education and graduate programs. Previously, she taught music in the public schools Manitoba, Nova Scotia, and Ontario (Canada). She continues to examine how music education can join cross-curricular efforts to address social and ecological injustice.

Erum Naqvi is a PhD candidate in Philosophy at Temple University. She came to the United States from London, where she studied Philosophy and Economics at the London School of Economics. Her dissertation research addresses the role of values in conceptual systems, through an interdisciplinary analysis of philosophical concepts and diverse musical, social, and political practices, drawing on Anglophone philosophy of music and social and political philosophy, critical theory, ethnomusicology, and Persian aesthetics, music history, and music theory. She has written on Philosophy of Music and the History of Modern Philosophy (particularly Hume and Kant), and has presented her research both in the United States and Iran.

Randall Pabich is an Assistant Professor in the Intellectual Heritage Program at Temple University. He received a Ph.D. in Religion from Temple University in 2007. Prior to his graduate studies, he worked as a freelance musician in Chicago, IL, playing the double bass and electric bass.

Helen Phelan is Associate Director of the Irish World Academy of Music and Dance at the University of Limerick, Ireland and Senior Lecturer in Doctoral Studies. From 2000-2009 she was course director of the Masters programme in Ritual Chant and Song. Her publications are in the area of music and ritual including music of the Irish Catholic church and ritual music of new migrant communities in Ireland. From 2000-2007 she directed the Anáil Dé / Breath of God Festival of World Sacred Music in Limerick, Ireland.

Thomas A. Regelski is Distinguished Professor of music (Emeritus), SUNY Fredonia NY. He took his Masters degree in choral music education at Teachers College, Columbia University and his PhD in Comparative Arts at Ohio University. (p. xii) He is the co-founder of the MayDay Group and, in addition to over 80 published journal articles, is author of Principles and Problems of Music Education (1975), Arts Education and Brain Research (1978), Teaching General Music (1981), Teaching General Music in Grades 4-8 (2004), and co-editor (with J.T. Gates) of Music Education for Changing Times (2009). He is presently a docent at Helsinki University (Finland).

Bennett Reimer as author or editor, has published over a dozen books and 150 essays on philosophy of music and arts education, curriculum theory, research theory, and intelligence theory. His A Philosophy of Music Education: Advancing the Vision, (2003) is a 90% reconceptualization of the 1970 and 1989 editions. His newest book is Seeking the Significance of Music Education: Essays and Reflections (2009). Among other honors, Reimer has held two endowed chairs, is a recipient of the Northwestern University Legends of Teaching Award, the MENC Senior Researcher Award, and is an inductee into the Music Educators Hall of Fame.

Luis Alfonso Estrada Rodríguez (PhD, Hochschule für Musik und Theater Hannover) teaches Ear Training, Music Theory, and Music Philosophy at the National School of Music of the Universidad Nacional Autónoma de México. As former head of the School, he spearheaded the creation of its postgraduate programme in Music. His publications include three chapters in La Música de México, two volumes of Educación Musical Básica. He is also coauthor of Spielpläne, a textbook for Lower Saxony and Bavaria Education Systems. His most recent work is Didaktik und Curriculumentwicklung in der Gehörbildung, published by the Institut für Musikpädagogische Forschung of the Hochschule für Musik und Theater Hannover.

Marissa Silverman is Assistant Professor of Music Education and Coordinator of Undergraduate Music Education at the John J. Cali School of Music, Montclair State University, USA. Her research interests include music education philosophy, ethics, urban education, musical interpretation, community music, and interdisciplinary arts. She has published in The International Journal of Music Education, Music Education Research, Research Studies in Music Education, and The International Journal of Community Music. Forthcoming publications for Oxford University Press focus on music for health and well-being, music and emotion, and music education for social justice.

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.

Keith Swanwick is Professor Emeritus, University of London Institute of Education. From 1984 to 1998, with John Paynter, he was editor of the British Journal of Music Education. In 1987 he was Chairman of the British National Association for Education in the Arts and from 1991 to 1995 Chair of the Music Education Council (UK). During 1998 he was Visiting Professor, University of Washington and in 2004 he held in Tokyo a Fellowship of the Japanese Society for the Promotion of Science. His books include Teaching Music Musically, Musical Knowledge, Music, Mind and Education and A Basis for Music Education.

Michael Szekely teaches interdisciplinary humanities at Temple University in Philadelphia, USA. His primary research and teaching interests are in Cultural and Critical Theory, Aesthetics (especially the philosophy of music), and Contemporary Continental Philosophy, with more particular interests in French poststructuralism (especially Gilles Deleuze and Roland Barthes) and the Frankfurt School (especially Walter Benjamin). Michael is also a practicing musician and composer, with particular interests in jazz, improvisation, and popular music.

Diane Thram earned her PhD in ethnomusicology from Indiana University. She is Associate Professor and Director of the International Library of African Music (ILAM), a research archive at Rhodes University, Grahamstown, South Africa and Editor of African Music, ILAM’s accredited academic journal. She has numerous published articles and book chapters and current research interests in the therapeutic efficacy of music in the indigenous religions of the Shona and Xhosa in Southern Africa and on media control in Zimbabwe. She leads the National Arts and National Heritage Council funded ILAM research and repatriation initiatives, the ILAM-Red Location Music History Project, and the ILAM Music Heritage Project SA. Designed to repatriate music from ILAM’s Hugh Tracey Collections through the South African schools, the ILAM Music Heritage Project SA has created and published African Music Education textbooks for grades 7-12.

Lauri Väkevä is professor in music education at Sibelius Academy in Helsinki, Finland. A co-editor of two books, he has also published several book chapters and numerous articles in peer-reviewed journals, as well as presented papers in international conferences in the fields of music education, musicology, music history, and popular music studies. His research interests include popular music pedagogy, history of popular music, pragmatist aesthetics, philosophy of music education, informal learning, and digital music culture. He has also worked as a musician, a music journalist, a general music teacher, and an instrument teacher.

Robert Walker took his BMus and PhD from Kings College, London. He has published eight books, among them Musical Beliefs (1990) and Music Education, Cultural Values, Social Change and Innovation” (2007); 14 chapters in books; and over 100 research and scholarly papers. He was director of music at two selective high schools and a cathedral school in the UK; Professor of Music and Education at Simon Fraser University and the University of British Columbia; and Head of the (p. xiv) School of Music and Music Education at the University of New South Wales. He retired in 2010.

Yuhwen Wang is the chair of Graduate Institute of Musicology, National Taiwan University. She is finishing a book on the relationship among music, body, mind and spirituality. Her recent publications include analyses of Chinese and Taiwanese pre-modern musical recordings and their aesthetics, and articles on traditional guqin aesthetic practices. Having received research award from the National Science Council, Taiwan, ROC, and Outstanding Teaching Award from NTU, she is particularly interested in grounding her aesthetic studies on analyses of musical scores, recordings, as well as historical texts.