Complicating, Considering, and Connecting Music Education
Published by: Indiana University Press
In Complicating, Considering, and Connecting Music Education, Lauren Kapalka Richerme proposes a poststructuralist-inspired philosophy of music education. Complicating current conceptions of self, other, and place, Richerme emphasizes the embodied, emotional, and social aspects of humanity. She also examines intersections between local and global music making. Next, Richerme explores the ethical implications of considering multiple viewpoints and imagining who music makers might become. Ultimately, she offers that music education is good for facilitating differing connections with one's self and multiple environments. Throughout the text, she also integrates the writings of Gilles Deleuze and Félix Guattari with narrative philosophy and personal narratives. By highlighting the processes of complicating, considering, and connecting, Richerme challenges the standardization and career-centric rationales that ground contemporary music education policy and practice to better welcome diversity.
1. Rhizomatic Journeying
2. Who Are We?
3. Where Are We?
4. Considering Deleuzian Ethics
5. Reconsidering Considering
6. Musically Connecting With
7. When is Music Education?
8. Rhizomatic Journeying
"Complicating, Considering, and Connecting Music Education is an important . . . contribution to music education philosophy as it exemplifies how post-structural style of philosophizing can be combined with experience-based narratives without falling into a relativistic discourse on discourse." —Lauri Väkevä, coauthor of Future Prospects for Music Education: Corroborating Informal Learning Pedagogy
"Complicating, Considering, and Connecting Music Education is a welcome and timely addition to music education thinking as it offers fresh concepts that trouble some of the everyday unchallenged premises held in music education." —David Lines, coeditor of Intersecting Cultures in Music and Dance Education: An Oceanic Perspective