Article

Good for What, Good for Whom?: Decolonizing Music Education Philosophies

Deborah Bradley

in The Oxford Handbook of Philosophy in Music Education

Published in print May 2012 | ISBN: 9780195394733
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195394733.013.0022

Series: Oxford Handbooks

Good for What, Good for Whom?: Decolonizing Music Education Philosophies

Preview

This article examines philosophy's role in epistemological colonialism in music education. Western philosophy as a system of reasoning was one of the factors justifying European colonialism; the discursive traces of these supporting Enlightenment philosophies remain in today's educational thinking. Following World War II, the last groups of people living under colonial domination fought for and eventually won political independence, yet the complex relationships that developed under the colonial system remain in social structures and discourses. The article concludes with an effort to imagine philosophy as a tool for questioning and challenging the epistemological colonialism that too often lingers within music education's philosophical discourses.

Keywords: European colonialism; colonial domination; Western philosophy; colonial music; epistemological colonialism

Article.  11140 words. 

Subjects: Music ; Music Education and Pedagogy

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