Feminist Imperative(s) in Music and Education

Philosophy, theory, or what matters most

Bibliographic Data

ID8856434
AuthorsElizabeth Gould (0000-0002-8358-0236, University of Toronto, corresponding author)
Year2008
Volume43
Issue2
Pages130-147
Publication date2008-03-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1111/j.1469-5812.2008.00424.x
OpenAlexW2149415729
LanguageEN
Citations received5
References cited44

A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, reflexive, and reflective of the values of its participants. Its impetus involves ‘feminist imperative(s)’ to help in the sense articulated by Elizabeth Grosz: to provoke thought, challenge, and problematize

Aesthetics · Critical theory · Education theory · Epistemology · Feminist philosophy · Higher education · Music education · Pedagogy · Philosophy of education · Political science · Sociology · Art Education and Development · Diverse Music Education Insights · Education Methods and Practices · Law · Philosophy

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