Disability and the Ideology of Ability: How Might Music Educators Respond?
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| Title: | Disability and the Ideology of Ability: How Might Music Educators Respond? |
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| Language: | English |
| Authors: | Churchill, Warren N., Bernard, Cara Faith |
| Source: | Philosophy of Music Education Review. Spr 2020 28(2):24-46. |
| Availability: | Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: http://www.iupress.indiana.edu/catalog/index.php?cPath=519_701 |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Ideology, Disabilities, Ability, Identification (Psychology), Self Concept, Politics of Education, Music Education, Attitudes toward Disabilities, Self Advocacy, Epistemology, Curriculum |
| ISSN: | 1063-5734 |
| Abstract: | How might identity and identity politics inform music teachers' practices and assumptions about disability? In this article, we engage in a critical discussion about how music educators might respond to disability. This article is presented in three parts as a collaborative dialogue between the two authors, using the landscape of identity politics to frame the discussion. In the first part, Warren Churchill discusses Tobin Siebers' theorizing of "the ideology of ability" as it relates to music education's dominant response to disability. Building on his idea of "complex embodiment," Siebers lays out a justification for disabled individuals to actively engage in identity politics for self-advocacy. Churchill connects Siebers' ideology to Joseph Abramo's epistemology of sound. In the second part, Cara Faith Bernard makes a counter-argument against deploying identity politics in the music classroom, drawing upon Gayatri Chakravorty Spivak's notion of strategic essentialism to examine its potential risks with regards to music education curricula, in which essentialism may lead to establishing detrimental "best practices" for students. Thereafter, in Part Three, the authors join together to make sense of these seemingly contradictory philosophical outlooks on identity politics, in the hope of furthering conversation about music education's ongoing response to disability. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://www.jstor.org/journal/philmusieducrevi |
| Accession Number: | EJ1249782 |
| Database: | ERIC |
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| Abstract: | How might identity and identity politics inform music teachers' practices and assumptions about disability? In this article, we engage in a critical discussion about how music educators might respond to disability. This article is presented in three parts as a collaborative dialogue between the two authors, using the landscape of identity politics to frame the discussion. In the first part, Warren Churchill discusses Tobin Siebers' theorizing of "the ideology of ability" as it relates to music education's dominant response to disability. Building on his idea of "complex embodiment," Siebers lays out a justification for disabled individuals to actively engage in identity politics for self-advocacy. Churchill connects Siebers' ideology to Joseph Abramo's epistemology of sound. In the second part, Cara Faith Bernard makes a counter-argument against deploying identity politics in the music classroom, drawing upon Gayatri Chakravorty Spivak's notion of strategic essentialism to examine its potential risks with regards to music education curricula, in which essentialism may lead to establishing detrimental "best practices" for students. Thereafter, in Part Three, the authors join together to make sense of these seemingly contradictory philosophical outlooks on identity politics, in the hope of furthering conversation about music education's ongoing response to disability. |
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| ISSN: | 1063-5734 |
