David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (2):130-147 (2011)
A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, reflexive, and reflective of the values of its participants. Its impetus involves ‘feminist imperative(s)’ to help in the sense articulated by Elizabeth Grosz: to provoke thought, challenge, and problematize
|Keywords||philosophy theory music education feminism rhizome|
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References found in this work BETA
Sara Ahmed (1998). Differences That Matter: Feminist Theory and Postmodernism. Cambridge University Press.
Julian Baggini & Peter S. Fosl (2010). The Philosopher's Toolkit: A Compendium of Philosophical Concepts and Methods. Wiley-Blackwell.
Cathy Benedict (2007). Naming Our Reality: Negotiating and Creating Meaning in the Margin. Philosophy of Music Education Review 15 (1):23-36.
Wayne D. Bowman (1998). Philosophical Perspectives on Music. Oxford University Press.
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