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240104 ||| eng |
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|a 9783031458934
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| 100 |
1 |
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|a Barrett, Margaret S.
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| 245 |
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|a Music Education, Ecopolitical Professionalism, and Public Pedagogy
|h Elektronische Ressource
|b Towards Systems Transformation
|c by Margaret S. Barrett, Heidi M. Westerlund
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| 250 |
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|a 1st ed. 2023
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2023, 2023
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| 300 |
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|a XV, 97 p. 5 illus., 1 illus. in color
|b online resource
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| 505 |
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|a Chapter 1. Ecologies of the music education profession: navigating global policy landscapes -- Chapter 2. Being and becoming a profession: tracing the past positioning of music education -- Chapter 3. World-centric eco-politics in music education profession: theorising professional praxis -- Chapter 4. Activism and public pedagogy in action -- Chapter 5: Policy recommendations.
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| 653 |
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|a Pedagogy
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| 653 |
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|a Philosophy of Music
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| 653 |
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|a Teaching
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| 653 |
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|a Art / Study and teaching
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| 653 |
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|a Creativity and Arts Education
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| 653 |
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|a Music / Philosophy and aesthetics
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| 653 |
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|a Sustainability
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| 653 |
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|a Educational Philosophy
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| 653 |
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|a Education / Philosophy
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| 653 |
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|a Teachers / Training of
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| 653 |
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|a Teaching and Teacher Education
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| 700 |
1 |
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|a Westerlund, Heidi M.
|e [author]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
0 |
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|a SpringerBriefs in Education
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| 028 |
5 |
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|a 10.1007/978-3-031-45893-4
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-031-45893-4?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 700.71
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| 520 |
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|a This book challenges the dominant expertise professionalism rationale for music education by responding to the call to develop ‘ecological awareness’ at a time when all professions have a moral obligation to place sustainable and interdependent life at the center. The book aims to expand music education’s professional horizons to acknowledge the responsibility of the music field to contribute to the demands of complex questions of sustainability and identify the ways in which sustainable music education may be strengthened through an activist relational ecological stance. It suggests a radical moral turn by asking: What if music education is recognised as part of the problem of sustaining unsustainability? and What if music teacher education was developed in and through dialogue with a futures perspective? These questions are interrogated through a critical analysis of the historical positioning of music in education and an interdisciplinary application of theories of ecology and professionalism.
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