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Music, Policy, and Place-Centered Education: Finding Space for Adaptability


by Patrick K. Schmidt 2012

The rationale for an education in and through music that this chapter provides is centered on place, arguing that it can offer a rupture in persistently reproductive patterns within education. It does so by considering place as an influential construct in the development of our capacities for reflective praxis.


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This article originally appeared as NSSE Yearbook Vol 111, No. 1.


Cite This Article as: Teachers College Record Volume 114 Number 13, 2012, p. 51-73
http://www.tcrecord.org ID Number: 18353, Date Accessed: 12/13/2017 6:14:54 AM

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About the Author
  • Patrick Schmidt
    Rider University
    E-mail Author
    PATRICK K. SCHMIDT is an associate professor at the Westminster Choir College of Rider University, where he teaches courses in philosophy and sociology of music and education, and curriculum and cultural theory, including courses with a focus on hip-hop and music education in urban schools. His most recent publications can be found in the Journal of Curriculum Theorizing; Theory Into Practice; Arts Education Policy Review; Philosophy of Music Education Review; Action, Theory and Criticism in Music Education; the Finnish Journal of Music Education, and the journal of ABEM (the Brazilian National Association for Music Educators).
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