This paper examines the cause of exclusionary practices in music, documenting the core values that underpin this issue in relation to males’ engagement with music. The focus for the paper is on the way in which gender has been one of the primary principles for the exclusion of boys, based on presumptions without foundation except in the erroneous hegemonic stereotypical images that prevail in social institutions such as schools. Through historical investigation of philosophy and practice combined with results from interviews with participants, the study reveals experiences in relation to genderbased exclusion from music. It concludes by offering an insight into approaches that deal with addressing this issue.
Themes in Male Engagement with Music
Projecting False Memories
This article offers a critical exploration of social studies textbooks and allied curriculum materials used in New South Wales primary schools between 1930 and 1960, and of the way in which these texts positioned, discussed, and assessed Aboriginal Australians. With reference to European commitments to Enlightenment philosophies and social Darwinian views of race and culture, the author argues that Aboriginal peoples were essentialized via a discourse of paternalism and cultural and biological inferiority. Thus othered in narratives of Australian identity and national progress, Aboriginal Australians were ascribed a role as marginalized spectators or as a primitive and disappearing anachronism.
Stereotypes, a Single-Sex Program, and the School-to-Prison Pipeline
Joseph D. Nelson and Sangeeta Subedi
Single-sex schooling for boys of color has become popular throughout the United States. Leaders and educators often consider these environments a school-based intervention to address adverse outcomes associated with Black boys. A contributing factor to these outcomes have been negative stereotypes of Black males related to Black masculinity norms, which developmental psychologists contend boys internalize during childhood. Interviews and observations were conducted over 12 months to describe a single-sex boarding program for first-grade African-American boys, affiliated with a coed independent school. Designed to facilitate boys’ positive identity development, the program’s mission and vision, educational philosophy, and schedule/programming will be primarily described from boys’ perspectives. The goal is to explore the merits of this single-sex intervention to ameliorate how Black male stereotypes and masculinity norms contribute to the school-to-prison pipeline.
This paper presents an overview of British Columbia's (B.C.) educational history, interwoven with descriptions of textbooks. Focusing on social studies textbooks, this article explores change and continuity in the history of public schooling, paying attention to whether citizens were conceptualized as active, passive, or patriotic citizens. It identifies four key periods: the establishment of public schools in B.C., the rise of the Progressivist movement in the 1930s and reaction to it, advocacy of Bruner's structure of disciplines in the 1960s, and pendulum swings in philosophic orientations in the latter part of the twentieth century. The article illustrates connections between contemporary philosophies and textbooks, and identifies continuity and change in the content and aims of the textbooks.
Gender at Play
’ access to the different spaces of the classroom play environment. The data shows that liberal notions of equality worked to perpetuate Jean-Jacques Rousseau’s and Plato’s historical philosophies of education and gender. Drawing on Jane Roland Martin
The Figure of the Girl in International Cinema
divided, make this clear with, for example, titles like “Philosophies of Girlhood in Film” and “Sonic Youth: Girlhood, Music and Identity” that guide the reader into different areas of concern. Different perspectives are also offered on what constitutes
The Emotional Education of Boys in Mexico during the Early Porfiriato, 1876–1884
Carlos Zúñiga Nieto
boys. Beginning in the 1870s, the philosophy of positivism, which outlined the tenets of economic development and centralization, was embraced by a new generation of educators in Mexico. In France, the philosophy of positivism was particularly embraced
A Comparative Study
Haifaa Majadly and Aharon Geva-Kleinberger
important role in education, since it reflects the society's dominant educational policy and its educational and cultural philosophy. 9 The curriculum is the focal point around which the educational process takes place. 10 As the products of a society
Coetzee or the Possibility of Differend as Ethics
, organize the book, which stands firmly in the intersection of gender studies, studies on masculinities, postcolonial studies, philosophy—with the particular yet discreet presence of Emmanuel Levinas—feminist theory, and psychoanalysis. The book is then
virtue rather than by the use of coercive laws. In practice, themes in Confucian philosophy matured into the preoccupation with humanity, ritual, filial piety, relations between juniors and seniors, and loyalty (see table 2 ). Confucius largely provides