Bate, E. (2020) Justifying music in the national curriculum: The habit concept and the question of social justice and academic rigour. British Journal of Music Education, 37 (1). pp. 3-15. ISSN 0265-0517
Abstract
In June 2015, the British government presented ‘the social justice case for an academic curriculum’ as the justification for recent radical changes to educational policy. However, this justification failed to account for both the key changes in the newly-revised National Curriculum for Music and the place of music in the National Curriculum as a whole.
Through a critical evaluation of the National Curriculum for Music, this study will propose how the place of music could successfully be justified within an education system wholly committed to ‘social justice’. Using the ‘habit concept’ of classical philosophical pragmatism, it will assess how and why music's educational value should be understood not through its ‘academic rigour’ but through its distinctive, inherently destabilising nature.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 Cambridge University Press. This is an author-produced version of a paper subsequently published in British Journal of Music Education. Article available under the terms of the CC-BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/). |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Arts and Humanities (Sheffield) > Department of Music (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 19 Mar 2020 13:03 |
Last Modified: | 01 Jul 2020 11:31 |
Status: | Published |
Publisher: | Cambridge University Press (CUP) |
Refereed: | Yes |
Identification Number: | 10.1017/s0265051718000098 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:158551 |
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