"Dialectical" music education: A model for any situation? Reflections on a reading

Abstract

I have read with much interest Transforming Music Education by Estelle R. Jorgensen (Bloomington, Indiana University Press, 2003). Although the book is not very recent, it prompted some reflections, which I would like to share with readers. My interest in the book has to do with the fact that it contains points of view on which any individual, as having a specific identity (or maybe multiple, fluctuating identities, such as worker, parent, son, teacher or student, as someone who cultivates a particular taste, or owns a piece of material or immaterial heritage, as a member of smaller or larger communities, as having a certain idea of community, or possibly believing in, or practicing, one or more activities in their spare time, etc.) has the chance, indeed the right, to let her/his voice be heard.