Eco-Literate Music Pedagogy examines the capacity of musiciking to
cultivate ecological literacy, approaching eco-literate music
pedagogy through philosophical and autoethnographical lenses.
Building on the principle that music contributes uniquely to human
ecological thinking, this volume tracks the course of eco-literate
music pedagogy while guiding the discussion forward: What does it
mean to embrace the impulse to teach music for ecological literacy?
What is it like to theorize eco-literate music pedagogy? What is
learned through enacting this pedagogy? How do the impulsion, the
theorizing, and the enacting relate to one another? Music education
for ecological consciousness is experienced in local places, and
this study explores the theory underlying eco-literate music
pedagogy in juxtaposition with the author's personal experiences.
The work arrives at a new philosophy for music education: a
spiritual praxis rooted in soil communities, one informed by
ecology's intrinsic value for non-human being and musicking.
Eco-Literate Music Pedagogy adds to the emerging body of music
education literature considering ecological and environmental
issues.
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