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Movement Intellectuals in Popular Music: An Alternative Means of Public Education

Movement Intellectuals in Popular Music: An Alternative Means of Public Education

Robert John Razzante
ISBN13: 9781522540595|ISBN10: 1522540598|EISBN13: 9781522540601
DOI: 10.4018/978-1-5225-4059-5.ch017
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MLA

Razzante, Robert John. "Movement Intellectuals in Popular Music: An Alternative Means of Public Education." Handbook of Research on Media Literacy in Higher Education Environments, edited by Jayne Cubbage, IGI Global, 2018, pp. 286-304. https://doi.org/10.4018/978-1-5225-4059-5.ch017

APA

Razzante, R. J. (2018). Movement Intellectuals in Popular Music: An Alternative Means of Public Education. In J. Cubbage (Ed.), Handbook of Research on Media Literacy in Higher Education Environments (pp. 286-304). IGI Global. https://doi.org/10.4018/978-1-5225-4059-5.ch017

Chicago

Razzante, Robert John. "Movement Intellectuals in Popular Music: An Alternative Means of Public Education." In Handbook of Research on Media Literacy in Higher Education Environments, edited by Jayne Cubbage, 286-304. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4059-5.ch017

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Abstract

Institutions of higher education continue to face the pressing values of neoliberalism. As such, colleges and universities seek to produce human capital. Critical media literacy offers one means of education to challenge neoliberal assumptions. However, current research lacks a conceptual understanding of how musical artists can serve as critical pedagogues through their music. The current chapter seeks to understand the role of movement intellectuals in popular music among educators. More specifically, this chapter proposes the following definition of a movement intellectual in popular music: an artist who observes, collects and disseminates warranted counter-narratives through the medium of their music. Ultimately, through exploring germinal and contemporary literature, this chapter attempts to offer a language for talking about critical music literacy as a means to challenge nihilism within the environment of a neoliberal higher education.

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