The Application of Critical Pedagogy to Music Teaching and Learning: A Literature Review

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Abrahams, F. , Jenkins, L.J. , & Schmidt, P. (2002). Jubilate: A music curriculum for the adolescent soul. Unpublished Manuscript, Rider University.

Allsup, R.E. (1997). Activating self-transformation through improvisation in instrumental music teaching. Philosophy of Music Education Review, 5(2), 80—85.

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Apple, M.W. (1988). Redefining equality: Authoritarian populism and the conservative restoration. Teachers College Record, 90(2), 167—184.

Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: University Press.

Bowers, C.A. (1982). Review of ideology, culture and the process of schooling. Educational Studies, 13(3/4), 420—22.

Bowers, C.A. (1987). Toward a post-liberal theory of education. New York: Teachers College Press.

Burbules, N. , & Berk, R. (1999). Critical thinking and critical pedagogy: Reflections, differences, and limits. In T. Popkewitz & L. Fenler (Eds.), Critical theories in education, pp. 45—66. New York: Routledge.

Chen, C. (2000). Constructivism in general music education: A music teacher's lived experience. Doctoral dissertation, University of Illinois at Urbana—Champaign.(UMI No. 9971045).

Dale, M. (1986). Stalking a conceptual chameleon: Ideology in Marxist studies of education. Educational Theory 36(3), 241—257.

Duda, C. , Garza, R. , Stacavich, L. , Yang, S-K. , & Williams, L. (1999). Rage and hope. Retrieved June 8, 2003, from http://www.perfectfit.org/CT/giroux2.html

Elliott, D.J. (1995). Music matters: A new philosophy of music education . New York: Oxford.

Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297—324.

Fosnot, C. (1989). Enquiring teachers, enquiring learnings; A constructivist approach for teaching. New York: Teachers College Press.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Freire, P. (1973). Education for critical consciousness. New York: Herder and Herder.

Freire, P. (1998). Pedagogy of freedom. Lanham, MD: Rowman & Littlefield.

Gates, J.T. (1999). Action for change in music education: The Mayday Group agenda. In M. McCarthy (ed.) Music education as praxis: Reflecting on music-making as human action , pp. 14—25. College Park: University of Maryland.

Ginn, W. (1995). Jean Piaget: Intellectual development. Retrieved June 9, 2003, from http://129.7.160.115.INST5931/PIAGET1.html

Giroux, H. (1983). Theory and resistance in education. Boulder: Westview Press.

Giroux, H. (1985). Pedagogy and the politics of hope. Boulder: Westview Press.

Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. South Hadley, MA: Begin Garvey.

Giroux, H. (1994). Disturbing pleasures: Learning popular culture . New York: Routledge.

Glasersfeld, E.V. (1995). Radical constructivism: A way of knowing and learning . London: Falmer.

Knight, T. , & Pearl, A. (2000). Democratic education and critical pedagogy. The Urban Review, 32(3), 197—226.

Langer, S.K. (1953). Feeling and form: A theory of art. New York: Scribner.

Liston, D.P. (1985). Marxism and schooling: A failed or limited tradition . Educational Theory, 35(3), 307—12.

Liston, D.P. (1986). On facts and values: An analysis of radical curriculum studies. Educational Theory, 36(2), 449—64.

Liston, D.P. (1988). Capitalist schools: Explanations and ethics in radical studies of schooling. New York: Routledge.

McCarthy, B. (1987). The 4MAT system: Teaching to learning styles with right and left-mode techniques. Barrington, IL: Excel.

McCarthy, B. (2000). About teaching: 4MAT in the classroom. Wauconda, IL: About Learning, Inc.

McLaren, P. (1998). Che: The pedagogy of Che Guevara: Critical pedagogy and globalization thirty years after Che. Cultural Circles , 3, 29—103.

Meyer, L.B. (1957). Emotion and meaning in music. Chicago: University of Chicago Press.

Miles, R. (Ed.). (1997). Teaching music through performance in band. Chicago: GIA.

Regelski, T.A. (1998). Critical theory as a basis for critical thinking in music education. In Studies in Music from the University of Western Ontario, Vol. 17. pp. 1—19. London, Ontario (Canada): University of Western Ontario.

Regelski, T.A. (2004). Teaching general music in grades 4—8: A musicianship approach. New York: Oxford University Press.

Rodriguez, A.J. (1998). Strategies for counterresitance: Toward socio-transformative constructivism and learning to teach science for diversity and for understanding . Journal of Research in Science Teaching, 36(6), 589—622.

Rose, A.M. (1990). Music education in culture: A critical analysis of reproduction production and hegemony. Doctoral dissertation, University of Wisconsin, Madison. ( UMI No. 9020464).

Schmidt, P. (2001). The applications of a dialoguing and problem posing pedagogy for the teaching of history and philosophy of music education to graduate music education majors: An action research. Unpublished masters thesis , Westminster Choir College of Rider University, Princeton.

Schmidt, P. (2002a, September). Music education as liberatory practice: Creating new frameworks for learning music through a Freirian perspective . Paper presented at the meeting of the Paulo Freire Institute, Los Angeles, CA.

Schmidt, P. (2002b, October). Looking for a broader road: College music education curriculum through social lenses. Paper presented at the meeting of the Mayday Group, Columbus, OH.

Shively, J.L. (1995). A framework for the development and implementation of constructionist learning environments for beginning band classes. Doctoral dissertation, University of Illinois, Urbana—Champaign.

Sigel, I. , & Cockling, R. (1977). Cognitive development from childhood to adolescence: A constructivist perspective. New York: Holt, Rinehart and Winston.

Stanley, W.B. (1992). Curriculum for utopia: Social reconstructionism and critical pedagogy in the postmodern era. Albany: State University of New York Press.

Strike, K.A. (1989). Liberal justice and the Marxist critique of education . New York:Routledge.

Villegas, A.M. & Lucas, T. (2002). Educating culturally responsive teachers: a coherent approach. New York: State University of New York Press.

Vygotsky, L. (1978). Mind in society: The development of the higher psychological processes. Cambridge: Harvard University Press.

Weiler, K. (1988). Women teaching for change: Gender, class and power . South Hadley, MA: Bergin and Garvey .

Yager, R. (1991). The constructivist learning model, towards real reform in science education. The Science Teacher, 58, 52—57.