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Date: Spring 2021
From: Philosophy of Music Education Review(Vol. 29, Issue 1)
Publisher: Indiana University Press
Document Type: Editorial
Length: 914 words
Lexile Measure: 1530L

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An important purpose of philosophizing about music education is to shed light on aspects that may either have been taken for granted by musician teachers or misunderstood in their practice. Revisioning and revisiting beliefs and practices challenge the status quo and unsettle comfortable norms, expectations, and activities. Nevertheless, this is philosophy's work in both imagining and critiquing the assumptions that should guide the field. The COVID-19 pandemic through which we are living has created additional urgency to the task of thinking about music and education in different ways and prompts those who are invested in the tasks of creating a civil and cultured society to reexamine past commitments and allegiances. Among these challenges are matters concerning the ways in which instrumental music education should be conducted, the inclusion and integration of indigenous musics and cultures in music curricula, the problematic of storying as a vehicle for social change, the claims of culturally sustainable pedagogy, the importance of silence and non-action, and the possibilities of misinterpreting what one observes in performative practice. These issues cover the sweep of musical curriculum and instruction and each holds importance for our time. Our authors in this issue address important questions relating to these matters.

Mya Scarlata uses classroom vignettes and draws on Lewis Carroll's tale of Alice in Wonderland as a metaphor for critiquing instrumental music education. Rather than a future-oriented approach...

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Gale Document Number: GALE|A657581086