期刊名称：Action, Criticism and Theory for Music Education
印刷版ISSN：1545-4517
出版年度：2017
卷号：16
期号：1
页码：38-52
DOI：10.22176/act16.1.38
出版社：Southern Illinois University Edwardsville, MayDay Group
摘要：This review of Randall Everett Allsup’s book, Remixing the Classroom: Toward an Open Philosophy of Music Education ( Allsup 2016 ) deconstructs some of the characteristics of postmodernism found within the text, critiquing Allsup’s use of anecdotes to set up the argument for an open philosophy of music education as an approach that relies upon the “literary tricks and strategic exclusions” (Knights 1997 ) common to many postmodern arguments. These strategies lead to a totalizing narrative based upon a binary construction of open/closed philosophy, combined with the strategic exclusion of substantive discussion related to issues of social justice; in Allsup’s text, social justice becomes subsumed under calls for human relationships and human flourishing. The review concludes with a call to use texts such as Allsup’s as an opportunity to engage in ongoing critical and crucial dialogue about the many important issues with which music educators must wrestle in today’s world.
关键词：Dualism; social justice; human flourishing; praxial music education; critical pedagogy
