[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593941-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593941-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","re-introducing-deweyan-constructs-to-school-music-paper-overview","Re-introducing Deweyan constructs to school music - paper overview","","Re-introducing John Dewey’s democratic-education philosophy to school music addresses curriculum narrowing in the USA, the UK, and Australia. It analyzes how utilitarian, neoliberal schooling pressures sideline music and art, limiting students’ civic and community participation. The paper reviews inclusive music policy efforts, the challenges of building democratic classroom music since the 1960s, and David Elliott’s Deweyan-style, praxis-based curriculum approach, with brief reference to Australia and England.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/re-introducing-deweyan-constructs-to-school-music-paper-overview/593941/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/re-introducing-deweyan-constructs-to-school-music-paper-overview/593941.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is there renewed interest in Dewey’s educational philosophy in school music?","Question",{"text":63,"@type":64},"Curriculum narrowing toward economically “essential” subjects has sidelined music and art, creating dissatisfaction and renewing interest in Dewey’s democratic education principles.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What impact do neoliberal education rationales have on music education?",{"text":68,"@type":64},"They reduce opportunities for music teachers and constrain students’ access to music and related knowledge and skills, in both the USA and comparable UK/Australian policy settings.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper connect Dewey’s ideas to inclusive music curriculum approaches?",{"text":72,"@type":64},"It outlines the need for democratic education to be reintroduced in schools, then reviews inclusive music policy efforts and David Elliott’s Deweyan-style praxis music curriculum concept.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593941,1792165692,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Re-introducing Deweyan constructs to school music  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nHarry Burke  \nAbstract  \nThe narrowing of the school curriculum in the USA, the UK and Australia to support subjects of perceived economic importance has seen a renewed interest in the educational philosophy of John Dewey (1859-1952),(Elliott, 2012; Englund; 2016, Woodford, 2012). An ever-increasing number of secondary school students, especially in the USA, are now unable to pursue their aspirations in disciplines that are not considered essential learning, for example music and art education (Burke, 2015; Hansen & James, 2016). Progressive educators contend that if a more civilized and democratic society is to develop, the principles of democratic education delineated by Dewey in the first half of the twentieth century need to be reestablished in schools (Hansen & James, 2016). Current educational rationales give students  \nvery little opportunity to contribute to civic and community activities (Englund, Queennerstedt & Wahlström, 2009). Dissatisfaction with school music education in the USA, the UK and Australia to develop inclusive music policies in the recent past has seen a renewed interest by music educators and teachers in the work of Dewey (Elliott 2012; Dillon, 2005; Green, 2002; Woodford, 2014).  \nKey words: Dewey, philosophy, school curriculum,  \nThis paper sketches the significance of Dewey’s philosophy of democratic education and the importance it has had on music education in the USA since the turn of the 20th century. Concerns with progressive education and the pressure by influential business people and politicians to establish an academic school curriculum in the late 1960s is then summarised. With the introduction of the academic curriculum, it became imperative for music educators to develop a new rationale for music education. Difficulties in establishing inclusive music programs in schools in the USA since the 1960s is then delineated. Finally, David Elliott’s concept of a Deweyan style music curriculum, praxis music education is then reviewed. Included in the paper is a brief discussion of the introduction of progressive education in Australia and England.  \nAfter Dewey’s death, politicians, influential business people and music educators in the USA disregarded his deliberations. During the 1990s, anew wave of music educators led by David Elliott in the USA are developing a curriculum for music education based on the work of Dewey, Howard  \nGardner and Mihaly Csikszentmihály (McCarthy & Goble, 2005). In England, Lucy Green’s (2002) formal-informal music policy has helped to establish democratic principles in classroom music. In Australia, Steve Dillon (2005) was an early pioneer in developing inclusive policies for school music education during the 1980s along with Vella (Scott & Vella, 2015).  \nIntroduction  \nThe introduction of neoliberal education rationalesin schools in the USA, the UK and Australia  \nsince the 1990s has seen an ever-increasing number of schools discard subjects that are not considered to be of economic importance to their countries development, for example music and art education (Apple, 2003). The contraction of the school curriculum to just the teaching of the perceived ‘essential’ subjects, English, science, technology, engineering and mathematics is affecting the lives of many students who do not have the talent or aspirations for these subjects (Apple, 2003; Hansen & James, 2016; Noddings, 2008). Michael Apple (2003), discussing the effects  \n46 51(2)  \nof this policy on education in the USA commented,“everything in schools must be connected to the project of making our nation economically strong and committed to a ‘knowledge economy”(p. 3). He went on to say that current ideas in education that “were once deemed fanciful, unworkable-or just plain extreme are now increasingly being seen as common-sense”(p. 6). ","cbCaiftC6PgxCis0","https://ap.wps.com/l/cbCaiftC6PgxCis0","pdf",132546,12,"English","# Abstract\n# Introduction\n## Neoliberal curriculum rationales and arts marginalization\n## Dewey’s democratic education and citizenship\n# Dewey’s influence on school music education\n## United States: progressive educators and Elliott’s revival","[{\"question\":\"Why is there renewed interest in Dewey’s educational philosophy in school music?\",\"answer\":\"Curriculum narrowing toward economically “essential” subjects has sidelined music and art, creating dissatisfaction and renewing interest in Dewey’s democratic education principles.\"},{\"question\":\"What impact do neoliberal education rationales have on music education?\",\"answer\":\"They reduce opportunities for music teachers and constrain students’ access to music and related knowledge and skills, in both the USA and comparable UK/Australian policy settings.\"},{\"question\":\"How does the paper connect Dewey’s ideas to inclusive music curriculum approaches?\",\"answer\":\"It outlines the need for democratic education to be reintroduced in schools, then reviews inclusive music policy efforts and David Elliott’s Deweyan-style praxis music curriculum concept.\"}]","Re-introducing Deweyan constructs to school music - paper overview | PDF",1792078230]