A ‘fourth moment’ for music education? A response to Chris Philpott’s sociological critique of music curriculum change

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dc.contributor.author McPhail, Graham en
dc.date.accessioned 2018-10-09T21:26:27Z en
dc.date.issued 2015 en
dc.identifier.issn 0265-0517 en
dc.identifier.uri http://hdl.handle.net/2292/39945 en
dc.description.abstract The catalyst for this paper is the ongoing debate concerning formal and informal approaches to pedagogy within the music education literature. I utilise a chapter by Philpott (2010) as a means to continue discussion about the apparent dialectic between formal and informal approaches to music learning and the case Philpott raises for radical change in ‘three moments’ of music education history. In engaging with the concerns in Philpott's chapter I also seek to bring to a wider audience the ideas developed by a group of sociologists of education who draw on the work of Basil Bernstein (2000) and critical realism (Moore, 2013) to argue for a realist theory of knowledge. I utilise these social realist ideas as a means to engage with the theme of access to what Michael F.D. Young has recently termed ‘powerful knowledge’ (Young, 2012). As Bernstein (2000) suggests we must have an understanding of the recontextualising principles that come into play whenever the classification of knowledge undergoes change, as ideologies shift and change. I argue for a balance between powerful forms of pedagogy and powerful forms of knowledge based on an awareness of the essentially differentiated nature of knowledge. en
dc.relation.ispartofseries British Journal of Music Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title A ‘fourth moment’ for music education? A response to Chris Philpott’s sociological critique of music curriculum change en
dc.type Journal Article en
dc.identifier.doi 10.1017/S0265051715000091 en
pubs.issue 1 en
pubs.begin-page 43 en
pubs.volume 33 en
dc.rights.holder Copyright: The author en
pubs.end-page 59 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 492100 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1469-2104 en
pubs.record-created-at-source-date 2015-07-23 en


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