Estelle Jorgensen Research Collection

Permanent link for this collectionhttps://hdl.handle.net/2022/25842

Browse

Browsing Estelle Jorgensen Research Collection by Author "Iris M. Yob"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Deconstructing Deleuze and Guattari's A Thousand Plateaus for Music Education
    (Journal of Aesthetic Education, 2013) Jorgensen, Estelle; Iris M. Yob
    In this essay, Deleuze and Guattari's ideas as discussed in their book, A Thousand Plateaus: Capitalism and Schizophrenia, are critically examined with a view to determining the merits of their ideas as a basis for a philosophy of music education. Three principal questions are at the heart of this analysis: What are Deleuze and Guattari asking us to believe? What is our assessment of their contributions and detractions? What are the implications of our analysis for music education? Our approach is dialogical in juxtaposing an analysis of their ideas construed more broadly with an examination of selected metaphors that they use, and thereby combining literal and figurative thought. While their thinking constitutes a limited and flawed basis for a philosophy of music education, they prompt insights that are valuable for music education thought and practice.
  • Thumbnail Image
    Item
    Metaphors for a Change: A Conversation about Images of Music Education and Social Change
    (Journal of Aesthetic Education, 2019) Jorgensen, Estelle; Iris M. Yob
    Two common themes emerge in our writings over the past several decades. Estelle Jorgensen has focused partially and significantly on models and metaphors that undergird music education. Iris Yob has examined the role of higher education generally and music education specifically in creating positive social change. At times, and against the backdrop of recent writing on music education, social change, and social justice, we each have explored topics in the other's area of interest. Neither of us, however, has systematically brought together the two themes: building practices on grounding metaphors for developing music education as a means for promoting the common good. In this paper, our conversation explores some metaphors that might assist music educators' understanding and practice as agents of social change.