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Gould, Elizabeth – Philosophy of Music Education Review, 2012
It is difficult to overstate music's persistent and uneasy relationship with homosexuality in Western society. Associated with femininity for centuries, particularly in North America, participation in music has been believed to emasculate and thus homosexualize men and boys. The linking of music to women and emotion (as opposed to men and reason)…
Descriptors: Music Education, Music, Homosexuality, Social Bias
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Gould, Elizabeth – Philosophy of Music Education Review, 2009
Issues of desire in music education are integral and anathema to the profession. Constituted of and by desire, we bodily engage music emotionally and cognitively; yet references to the body are limited to how it may be better managed in order to produce more satisfactory (desired) sounds, thus disciplining desire as we focus on the content of…
Descriptors: Music Education, Music, Educational Philosophy, Postmodernism
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Gould, Elizabeth – Philosophy of Music Education Review, 2009
When women take up the work of music education, of the university, and become nomadic, engaging Deleuze and Guattari's war machine, all kinds of things happen. As nomads in music education, women traverse borders and boundaries that would otherwise limit and constrain them as they initiate alternative possibilities related to teaching and learning…
Descriptors: Music Education, Music, Females, College Faculty
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Gould, Elizabeth – Philosophy of Music Education Review, 2005
Music education occupations in the U.S. have been segregated by gender and race for decades. While women are most likely to teach young students in classroom settings, men are most likely to teach older students in all settings, but most particularly in wind/percussion ensembles. Despite gender-affirmative employment practices, men constitute a…
Descriptors: Females, Employment Opportunities, Music Education, Gender Bias