A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy (Edwin E. Gordon, David J. Elliott).

摘要

This critical analysis entails a re-examination of two important approaches to music education. The analysis is accomplished by contextualizing both authors within their respective socio-cultural and historic settings and then re-envisioning and re-formulating their works. This re-construction is achieved by analyzing their original conceptions through the tenets and assumptions of both social construction and critical pedagogy. This critical analysis allows for a new understanding of the authors original works and also examines the viability of combining these unique methodologies.; In addition, the study advances the argument that music education is essential for all students. Important insights and novel perspectives within social constructionism and critical pedagogy make the importance of music within the core curriculum manifest.