204
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

To beat or not to beat? On music, violence, and education

ORCID Icon

References

  • Adorno, Theodor. [1962] 2003. “Zur Musikpädagogik .” In Dissonanzen, 108–126. Frankfurt am Main: Suhrkamp.
  • Agamben, Giorgio. 1999. The End of the Poem: Studies in Poetics. Translated by Daniel Heller-Roazen. Stanford, Cal: Stanford University Press.
  • Allen, Ansgar. 2014. Benign Violence. Education in and beyond the Age of Reason. London: Palgrave Macmillan.
  • Allsup, Randall. 2009. “Rough Play: Music and Symbolic Violence in an Age of Perpetual War.” Action, Criticism, & Theory for Music Education 8 (1): 35–53.
  • Babich, Babette. 2019. “Nietzsche (As) Educator.” Educational Philosophy and Theory 51 (9): 871–885. doi:https://doi.org/10.1080/00131857.2018.1544455.
  • Barthes, Roland. 1985. The Responsibility of Forms: Critical Essays on Music, Art, and Representation. Translated by Richard Howard. New York, NY: Hill and Wang.
  • Batézat-Batellier, Pascale. 2017. “Analyse des pratiques effectives de l’enseignement apprentissage d’un instrument de musique à l’école: Entre individuel et collectif.” PhD, diss., Université de Brest; Université de Genève.
  • Benjamin, Walter. [1921] 1996. “Towards the Critique of Violence.” In Selected Writings. Vol. 1: 1913-1926, edited by M. Bullock and M. Jennings, 236–252. Cambridge: Belknap.
  • Block, Alan. 1997. I’m Only Bleeding: Education as the Practice of Social Violence against Children. New York, NY: Lang.
  • Bogue, Ronald. 2004. “Search, Swim and See: Deleuze’s Apprenticeship in Signs and Pedagogy of Images.” Educational Philosophy and Theory 36 (3): 327–342. doi:https://doi.org/10.1111/j.1469-5812.2004.00071.x.
  • Burns, James. 2018. Power, Curriculum, and Embodiment: Re-thinking Curriculum as Counter-Conduct and Counter-Politics. Cham: Springer.
  • Charles, Matthew. 2016. “Towards a Critique of Educative Violence: Walter Benjamin and ‘Second Education.’” Pedagogy, Culture & Society 24 (4): 525–536. doi:https://doi.org/10.1080/14681366.2016.1210202.
  • Deleuze, Gilles. [1964] 2000. Proust and Signs. Translated by Richard Howard. Minneapolis, Minn: University of Minnesota press.
  • Deleuze, Gilles. [1967] 1989. Masochism: Coldness and Cruelty. Translated by Jean McNeil. New York, NY: Zone Books.
  • Deleuze, Gilles. [1968] 2004. Difference and Repetition. Translated by Paul Patton. New York, NY: Continuum.
  • Deleuze, Gilles, and Félix Guattari. [1980] 2004. A Thousand Plateaus: Capitalism and Schizophrenia. Translated by Brian Massumi. New York, NY: Continuum.
  • Foucault, Michel. [1975] 1985. Discipline and Punish: The Birth of the Prison. Translated by Alan Sheridan. Harmondsworth: Penguin.
  • Giroux, Henry. 2004. “Education after Abu Ghraib: Revisiting Adorno’s Politics of Education.” Cultural Studies 18 (6): 779–815. doi:https://doi.org/10.1080/0950238042000306873.
  • Graves, Robert. 1955. The Greek Myths. Vol. 2. New York, NY: Braziller.
  • Hanly, Peter. 2018. “On Touching the Violin.” Research in Phenomenology 48 (3): 331–345. doi:https://doi.org/10.1163/15691640-12341400.
  • Hart, Robert. 2009. “Child Refugees, Trauma and Education: Interactionist Considerations on Social and Emotional Needs and Development.” Educational Psychology in Practice 25 (4): 351–368. doi:https://doi.org/10.1080/02667360903315172.
  • Hodgson, Naomi, Joris Vlieghe, and Piotr Zamojski. 2017. Manifesto for a Post-Critical Pedagogy. Goleta, Cal: Punctum.
  • Jagodzinski, Jan. 2009. “Beyond Aesthetics: Returning Force and Truth to Art and Its Education.” Studies in Art Education 50 (4): 338–351. doi:https://doi.org/10.1080/00393541.2009.11518780.
  • Kant, Immanuel. 2000. Critique of the Power of Judgment. Translated and edited by Paul Guyer & Eric Matthews. Cambridge: Cambridge University Press.
  • Kant, Immanuel. 2007. Anthropology, History, and Education. Translated and edited by Gerhard Zöller & Robert Louden. New York, NY: Cambridge University Press.
  • Kotva, Simone. 2015. “Gilles Deleuze, Simone Weil and the Stoic Apprenticeship: Education as a Violent Training.” Theory, Culture & Society 32 (7–8): 101–121. doi:https://doi.org/10.1177/0263276415605576.
  • Lloyd, Michele. 2018. “Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools.” Frontiers in Psychology 9: 2094. doi:https://doi.org/10.3389/fpsyg.2018.02094.
  • Louth, J. Paul. 2012. “The Role of Critical Formalism in Music Education.” Philosophy of Music Education Review 20 (2): 117–134. doi:https://doi.org/10.2979/philmusieducrevi.20.2.117.
  • Maffesoli, Michel. [1984] 2009. Essais sur la violence banale et fondatrice. Paris: CNRS.
  • Maffesoli, Michel. 2007. Le réenchantement du monde: Une ethique pour notre temps. Paris: Table ronde.
  • Miller, Thomas, ed. 2008. School Violence and Primary Prevention. New York, NY: Springer.
  • Montandon, Frédérique. 2013. “Das Musikinstrument und die Pädagogik der Dinge.” Zeitschrift Für Erziehungswissenschaft 16 (S2): 75–89. doi:https://doi.org/10.1007/s11618-013-0423-z.
  • Muller, Jean-Marie. 2002. Non-Violence in Education. Paris: UNESCO.
  • Nietzsche, Friedrich. [1872] 1995. The Birth of Tragedy from the Spirit of Music. Translated by Clifton Fadiman. New York, NY: Dover.
  • Nietzsche, Friedrich. [1882] 2001. The Gay Science. Translated by Josefine Nauckhoff. Cambridge: University Press.
  • Nietzsche, Friedrich. [1887] 2007. On the Genealogy of Morality. Translated by Maudemarie Clark. Cambridge: University press.
  • Nietzsche, Friedrich. 2017. The Will to Power: Selection from the Notebooks of the 1880’s. Translated by Kevin Hill & Michael Scarpitti. London: Penguin.
  • Odenbring, Ylva. 2021. Violence, Victimisation and Young People: Education and Safe Learning Environments. Cham: Springer.
  • Page, Jonathan, Jeffrey Daniels, and Stephen Craig. 2015. Violence in Schools. Cham: Springer.
  • Pieniążek, Paweł. 2019. “The Concept of Violence in the Evolution of Nietzsche’s Thought.” Eidos. A Journal for Philosophy of Culture 3 (2): 13–25. doi:https://doi.org/10.14394/eidos.jpc.2019.0014.
  • Plato. 1997. Complete Works. Translated by J. Cooper & D. Hutchinson. Cambridge: Hackett.
  • Quignard, Pascal. 1997. La haine de la musique. Paris: Callman-Lévy.
  • Regelski, Thomas. 2016. “Music, Music Education, and Institutional Ideology: A Praxial Philosophy of Musical Sociality.” Action, Criticism, and Theory for Music Education 15 (2): 10–45.
  • Sandoval, Elaine. 2016. “Potential Contributions of Music Education to Peacebuilding: Curricular Concerns.” Journal of Peace Education 13 (3): 238–251. doi:https://doi.org/10.1080/17400201.2016.1234647.
  • Schinkel, Willem. 2010. Aspects of Violence: A Critical Theory. Basingstoke: Palgrave Macmillan.
  • Serres, Michel. [1977] 2000. The Birth of Physics. Translated by Jack Hawkes. Manchester: Clinamen.
  • Serres, Michel. [1995] 2017. Geometry: The Third Book of Foundations. Translated by Randolph Burks. London: Bloomsbury.
  • Serres, Michel. 1982. The Parasite. Translated by Lawrence Schehr. Baltimore, Md: John Hopkins University Press.
  • Serres, Michel. 1997. The Troubadour of Knowledge. Translated by Sheila Glaser & William Paulson. Ann Arbor, Mich: University of Michigan Press.
  • Serres, Michel. 2011. Musique. Paris: Le Pommier.
  • Sloterdijk, Peter. 2013. You Must Change Your Life: On Anthropotechnics. Translated by Wieland Hoban. Cambridge: Polity.
  • Steel, Sean. 2015. “The Birth of Dionysian Education (Out of the Spirit of Music)? Part Two.” Philosophy of Music Education Review 23 (1): 67–81. doi:https://doi.org/10.2979/philmusieducrevi.23.1.67.
  • Varkøy, Øyvind, and Fredrik Pio, eds. 2014. Philosophy of Music Education Challenged: Heideggerian Inspirations: Music, Education and Personal Development. Cham: Springer.
  • Vlieghe, Joris. 2012. “Experiencing (Im)potentiality: Bollnow and Agamben on the Educational Meaning of School Practices.” Studies in Philosophy and Education 32 (2): 189–203. doi:https://doi.org/10.1007/s11217-012-9319-2.
  • Vlieghe, Joris, and Piotr Zamojski. 2017. “The Event, the Messianic and the Affirmation of Life. A Post-Critical Perspective on Education with Agamben and Badiou.” Policy Futures in Education 15 (7–8): 849–860. doi:https://doi.org/10.1177/1478210317706621.
  • Vlieghe, Joris, and Piotr Zamojski. 2019. Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World. Cham: Springer.
  • Waghid, Yusuf, and Nuraan Davids. 2013. Citizenship, Education and Violence: On Disrupted Potentialities and Becoming. Leiden; Boston, Mass: Brill | Sense.
  • Walzer, Daniel. 2021. “Fostering Trauma-Informed and Eudaimonic Pedagogy in Music Education.” Frontiers in Education 6: 647008. doi:https://doi.org/10.3389/feduc.2021.647008.
  • Watkins, Megan. 2018. “Little Room for Capacitation: Rethinking Bourdieu on Pedagogy as Symbolic Violence.” British Journal of Sociology of Education 39 (1): 47–60. doi:https://doi.org/10.1080/01425692.2017.1304202.
  • Wießnet, V., M. Penthin, E. Fritzsche, and S. Kröner. 2018. “Who Plays a Musical Instrument in Elementary School? The Explanatory Value of the Family Economic and Cultural Capital in the Musical Domain.” Beiträge Empirischer Musikpädagogik 9: 1–12.
  • Wurtele, S., B. Mathews, and M. Kenny. 2019. “Keeping Students Out of Harm’s Way: Reducing Risks of Educator Sexual Misconduct.” Journal of Child Sexual Abuse 28 (2): 160–186. doi:https://doi.org/10.1080/10538712.2018.1486933.
  • Žižek, Slavoj. 2008. Violence: Six Sideways Reflections. London: Profile books.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.