Eco-Literate Music Pedagogy

Eco-Literate Music Pedagogy: A Philosophy/Autoethnography of Music Education on Soil 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: _x000D_ _x000D_ _x000D_ What does it mean to embrace the impulse to teach music for ecological literacy? _x000D_ _x000D_ _x000D_ What is it like to theorize eco-literate music pedagogy? _x000D_ _x000D_ _x000D_ What is learned through enacting this pedagogy? _x000D_ _x000D_ _x000D_ How do the impulsion, the theorizing, and the enacting relate to one another?_x000D_ _x000D_ 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.