Deborah Bradley
Biographic Data
| ID | 3983415 |
|---|---|
| NAME | Deborah Bradley |
| GIVEN NAMES | Deborah |
| FAMILY NAME | Bradley |
| SIGNATURE | BRADLEY D |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Critical Reflections on the Scholarly Work of Thomas A. Regelski
Thomas A. Regelski, who created this journal—Action, Criticism, and Theory for Music Education—and co-founded the MayDay Group, died one year ago. We are pleased to present this special issue of ACT in his memory. All three guest editors previously served as editors for this journal and worked closely with Tom in this and other capacities. We each have an abiding respect for his contributions to the academic field of school music education. In th…
Music Education and the Limbo of Unrealized Possibilities
In this introductory editorial, I explore whether music education has moved to a stance of moralism rather than one of ethical teaching and action. In this essay, I define morality as the principles that enable one to discern if something is right or wrong, good or bad; ethics guide an individual or group’s behavior or activity based on those principles. 1 Therefore, any ethical action emerges from principles grounded in a moral belief. The quest…
Imagining Music Education in the “We-Mode”
In this article, I explore the “we-mode,” a concept under investigation by social cognition researchers that emerged from John Searle’s concept of collective Intentionality. Wemode thinking captures the viewpoints of individuals engaged in social interactions and expands each individual’s potential for social understanding and action. This access to the knowledge and understandings of those with whom they collaborate creates shared knowledge and …
Making Sure It’s About What’s Best For Students
hat can be done to re-orient a field of education like music, when far too many teachers teach the way they were taught using traditional procedures that stupefy and deaden students to the subject matter, rather than working creatively to invigorate and empower them to become thoughtfully engaged, independent music makers? The first article in this issue of ACT is a re-publication of a paper written by Thomas Regelski following the meetings of th…
Dewey’s Theory of Experience, Traumatic Memory, and Music Education
Reframing Musical Learning in Schools Under Siege
focused on MayDay Group Action Ideal VII
Artistic Citizenship
This article offers a critique of the concept of artistic citizenship, focusing on citizenship as it relates to the institutions of state and nationhood. I explore the tensions between metaphorical concepts of citizenship employed in the work of various authors Questions emerging from this exploration focus on what the terminology of artistic citizenship might mean for those vulnerable to the machinations of the state, those without citizenship s…
Interrogating the Grammars of Institutions and Injustice
This editorial introduction to ACT 16 (3) explores institutions as sites of paradox whose mission statements (or constitutions in the case of government) suggest concerns for diversity and inclusion but whose "grammars" (Bonilla-Silva 2011) frame thought and action in ways that may prevent the very work towards equity that the statements promote. The grammars of institutional injustice serve to frame the way we (as actors within institutional set…
Avoiding the "P" Word
Socio-historical contexts are integral to both general and music educational practices. However, when music teacher education candidates ask such questions as, “How can we engage in musics outside of the accepted canon and talk about these issues in my class without being accused by parents or administrators of being ‘political?’” they restrict possibilities for engaging with context meaningfully. Yet students, in their complex and often sophisti…
Avoiding the "P" Word
Socio-historical contexts are integral to both general and music educational practices. However, when music teacher education candidates ask such questions as, “How can we engage in musics outside of the accepted canon and talk about these issues in my class without being accused by parents or administrators of being ‘political?’” they restrict possibilities for engaging with context meaningfully. Yet students, in their complex and often sophisti…
Music Education and the Limbo of Unrealized Possibilities
In this introductory editorial, I explore whether music education has moved to a stance of moralism rather than one of ethical teaching and action. In this essay, I define morality as the principles that enable one to discern if something is right or wrong, good or bad; ethics guide an individual or group’s behavior or activity based on those principles. 1 Therefore, any ethical action emerges from principles grounded in a moral belief. The quest…
Dewey’s Theory of Experience, Traumatic Memory, and Music Education
Artistic Citizenship
This article offers a critique of the concept of artistic citizenship, focusing on citizenship as it relates to the institutions of state and nationhood. I explore the tensions between metaphorical concepts of citizenship employed in the work of various authors Questions emerging from this exploration focus on what the terminology of artistic citizenship might mean for those vulnerable to the machinations of the state, those without citizenship s…
Making Sure It’s About What’s Best For Students
hat can be done to re-orient a field of education like music, when far too many teachers teach the way they were taught using traditional procedures that stupefy and deaden students to the subject matter, rather than working creatively to invigorate and empower them to become thoughtfully engaged, independent music makers? The first article in this issue of ACT is a re-publication of a paper written by Thomas Regelski following the meetings of th…
Interrogating the Grammars of Institutions and Injustice
This editorial introduction to ACT 16 (3) explores institutions as sites of paradox whose mission statements (or constitutions in the case of government) suggest concerns for diversity and inclusion but whose "grammars" (Bonilla-Silva 2011) frame thought and action in ways that may prevent the very work towards equity that the statements promote. The grammars of institutional injustice serve to frame the way we (as actors within institutional set…
Avoiding the "P" Word
Socio-historical contexts are integral to both general and music educational practices. However, when music teacher education candidates ask such questions as, “How can we engage in musics outside of the accepted canon and talk about these issues in my class without being accused by parents or administrators of being ‘political?’” they restrict possibilities for engaging with context meaningfully. Yet students, in their complex and often sophisti…
Interrogating the Grammars of Institutions and Injustice
This editorial introduction to ACT 16 (3) explores institutions as sites of paradox whose mission statements (or constitutions in the case of government) suggest concerns for diversity and inclusion but whose "grammars" (Bonilla-Silva 2011) frame thought and action in ways that may prevent the very work towards equity that the statements promote. The grammars of institutional injustice serve to frame the way we (as actors within institutional set…
Artistic Citizenship
This article offers a critique of the concept of artistic citizenship, focusing on citizenship as it relates to the institutions of state and nationhood. I explore the tensions between metaphorical concepts of citizenship employed in the work of various authors Questions emerging from this exploration focus on what the terminology of artistic citizenship might mean for those vulnerable to the machinations of the state, those without citizenship s…
Reframing Musical Learning in Schools Under Siege
focused on MayDay Group Action Ideal VII
Making Sure It’s About What’s Best For Students
hat can be done to re-orient a field of education like music, when far too many teachers teach the way they were taught using traditional procedures that stupefy and deaden students to the subject matter, rather than working creatively to invigorate and empower them to become thoughtfully engaged, independent music makers? The first article in this issue of ACT is a re-publication of a paper written by Thomas Regelski following the meetings of th…
Dewey’s Theory of Experience, Traumatic Memory, and Music Education
Imagining Music Education in the “We-Mode”
In this article, I explore the “we-mode,” a concept under investigation by social cognition researchers that emerged from John Searle’s concept of collective Intentionality. Wemode thinking captures the viewpoints of individuals engaged in social interactions and expands each individual’s potential for social understanding and action. This access to the knowledge and understandings of those with whom they collaborate creates shared knowledge and …
Music Education and the Limbo of Unrealized Possibilities
In this introductory editorial, I explore whether music education has moved to a stance of moralism rather than one of ethical teaching and action. In this essay, I define morality as the principles that enable one to discern if something is right or wrong, good or bad; ethics guide an individual or group’s behavior or activity based on those principles. 1 Therefore, any ethical action emerges from principles grounded in a moral belief. The quest…
Critical Reflections on the Scholarly Work of Thomas A. Regelski
Thomas A. Regelski, who created this journal—Action, Criticism, and Theory for Music Education—and co-founded the MayDay Group, died one year ago. We are pleased to present this special issue of ACT in his memory. All three guest editors previously served as editors for this journal and worked closely with Tom in this and other capacities. We each have an abiding respect for his contributions to the academic field of school music education. In th…
Psychology (6 works) · Sociology (6 works) · Diverse Music Education Insights (5 works) · Political science (5 works) · Law (4 works) · Law (4 works) · Aesthetics (3 works) · Art (3 works) · Epistemology (3 works) · Action (physics (2 works)