ABSTRACT
This chapter considers the situations of music education that do not fit the fixed imaginary fed by behaviourist, aestheticist, positivist, and post-positivist music education scholarship. Engaging with Aokian conceptualizations of community and application provokes the author to articulate ideas of Community Music Education that appear radical in a world that continues to enshrine ways of knowing in music education through positivist lenses that are tacitly informed by traditionally privileged forms of music-making. Aoki dismantles dualistic tendencies in discourses around theory and practice, suggesting that such hierarchical binaries are created by both practice-oriented and theoretically oriented discourses that reveal little beyond the value systems informing those positionalities. Aoki's suggestion of a space-in-between that allows for a non-hierarchical and non-linear relationship between theory and practice, a “double vision” keeps traditional and new curricular discourses in view.
