<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062023000100024</article-id>
<article-id pub-id-type="doi">10.14393/che-v22-2023-200</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Instruments of Power. The affective power of sound design in American music education]]></article-title>
<article-title xml:lang="es"><![CDATA[Instrumentos de poder. El poder afectivo del diseño sonoro en la educación musical estadounidense]]></article-title>
<article-title xml:lang="pt"><![CDATA[Instrumentos de Poder. O poder afetivo do design de som no ensino de música nos Estados Unidos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Karvelis]]></surname>
<given-names><![CDATA[Noah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[Thomas S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Wisconsin-Madison  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United States</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Wisconsin-Madison  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United States</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062023000100024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062023000100024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062023000100024&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Music education in the United States has increasingly focused upon student creativity and practices such as improvisation. While such practices and changes are often conceptualized as flexible, inclusive reforms about making kinds of children, historically the curriculum has little to do with music and is instead concerned with taming uncertainty in the governing of child. We examine the Orff-Schulwerk pedagogy in the teaching of music, thought of as a progressive reform which emphasized improvisation and creativity. Exploring briefly Orff-Schulwerk&#8217;s production in the Weimar Republic as it travels and translated into the post-war United States, we consider the curriculum as formed through psychological research about rationality, choice, and creativity. The focus is on the system of reasoning embodied in the curriculum as generating principles about desired kind of persons in a stable, secure future related to salvation narratives- principles different in the Weimar Republic and US. The shifting design of people in Orff-Schulwerk curriculum and classroom instruments for learning of sound are, we argue, practices in governing of the body and soul. The fabricating and mapping in the music curriculum is about kinds of populations required as evidence of the progressive desires that simultaneously distributes differences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación musical en Estados Unidos se ha centrado cada vez más en la creatividad de los alumnos y en prácticas como la improvisación. Aunque tales prácticas y cambios se conceptualizan a menudo como reformas flexibles e inclusivas sobre la creación de tipos de niños, históricamente el currículo tiene poco que ver con la música y se preocupa más bien por domar la incertidumbre en el gobierno del niño. Examinamos la pedagogía Orff-Schulwerk en la enseñanza de la música, considerada como una reforma progresista que hacía hincapié en la improvisación y la creatividad. Explorando brevemente la producción de Orff-Schulwerk en la República de Weimar en su viaje y traducción a los Estados Unidos de la posguerra, consideramos el plan de estudios como formado a través de la investigación psicológica sobre la racionalidad, la elección y la creatividad. La atención se centra en el sistema de razonamiento incorporado en el plan de estudios como generador de principios sobre el tipo de personas deseadas en un futuro estable y seguro relacionado con las narrativas de salvación, principios diferentes en la República de Weimar y en Estados Unidos. El diseño cambiante de las personas en el plan de estudios de la Orff-Schulwerk y los instrumentos de clase para el aprendizaje del sonido son, argumentamos, prácticas de gobierno del cuerpo y del alma. La fabricación y el mapeo en el plan de estudios de música se trata de tipos de poblaciones requeridas como evidencia de los deseos progresistas que distribuye simultáneamente las diferencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensino de música nos Estados Unidos tem cada vez mais focado na criatividade do aluno e em práticas como improvisação. Enquanto tais práticas e mudanças são frequentemente conceitualizadas como reformas flexíveis e inclusivas na formação de diferentes tipos de crianças, historicamente o currículo tem pouco a ver com música e, em vez disso, se preocupa em domar as incertezas no que se refere à supervisão de crianças. Examinamos aqui a pedagogia Orff-Schulwerk aplicada ao ensino de música, considerada uma reforma progressista que enfatiza improvisação e criatividade. Explorando brevemente a produção da Orff-Schulwerk na República de Weimar e o seu translado e tradução para os EUA pós-Guerra, consideramos o currículo como (in)formado por uma pesquisa psicológica sobre racionalidade, escolha e criatividade. O foco incide sobre o sistema de raciocínio incorporado ao currículo como princípios geradores de tipos desejáveis de pessoas em um futuro estável e seguro, relacionados às narrativas de salvação - princípios distintos na República de Weimar e nos EUA. O posicionamento móvel das pessoas no currículo Orff-Schulwerk e os instrumentos de sala de aula usados para o aprendizado de som são, segundo nossa argumentação, práticas de governar o corpo e a alma. A fabricação e mapeamento no currículo musical estão relacionadas com os tipos de populações requeridas e são evidência dos desejos progressistas que simultaneamente distribuem diferenças.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Music education]]></kwd>
<kwd lng="en"><![CDATA[The political sociology of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Alchemies]]></kwd>
<kwd lng="en"><![CDATA[Exclusions]]></kwd>
<kwd lng="es"><![CDATA[Educación musical]]></kwd>
<kwd lng="es"><![CDATA[Sociología política del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Alquimias]]></kwd>
<kwd lng="es"><![CDATA[Exclusiones]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Música]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia Política do Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Alquimias]]></kwd>
<kwd lng="pt"><![CDATA[Exclusões]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Choate]]></surname>
<given-names><![CDATA[R. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Documentary report of the Tanglewood Symposium]]></source>
<year>1968</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[Music educators national conference]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen-Cole]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The open mind]]></article-title>
<source><![CDATA[The Open Mind]]></source>
<year>2014</year>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dernikos]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Lesko]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[McCall]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Niccolini]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Mapping the Affective Turn in Education Theory, Research, and Pedagogies]]></source>
<year>2020</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Danziger]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Naming the mind: How psychology found its language]]></source>
<year>1997</year>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dernikos]]></surname>
<given-names><![CDATA[B. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Lesko]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[McCall]]></surname>
<given-names><![CDATA[S. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Niccolini]]></surname>
<given-names><![CDATA[A. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feeling education]]></article-title>
<source><![CDATA[Mapping the affective turn in education]]></source>
<year>2020</year>
<page-range>3-27</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dollard]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Children of bondage: The personality development of Negro youth in the urban South]]></source>
<year>1940</year>
<publisher-name><![CDATA[American Council on Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dussel]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tactile Pedagogies in the Postwar Cybernetics, Art, and the Production of a New Educational Rationale]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Pettersson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsiao]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[The international emergence of educational sciences in the post-World War Two years: Quantification, visualization, and making kinds of people]]></source>
<year>2021</year>
<page-range>51-70</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Erickson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Klein]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Daston]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Lemov]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Sturm]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Gordin]]></surname>
<given-names><![CDATA[M. D]]></given-names>
</name>
</person-group>
<source><![CDATA[How Reason Almost Lost Its Mind]]></source>
<year>2013</year>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Foucault]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[The Foucault effect: Studies in governmentality]]></source>
<year>1991</year>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Geuss]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Kultur, Bildung, Geist]]></article-title>
<source><![CDATA[History and Theory]]></source>
<year>1996</year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>151-64</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gustafson]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Race and curriculum: Music in childhood education]]></source>
<year>2009</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hacking]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Kinds of people: Moving targets]]></source>
<year>2007</year>
<conf-name><![CDATA[ 10th British Academy Lecture]]></conf-name>
<conf-loc> </conf-loc>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[British Academy]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hacking]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Historical ontology]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Heyck]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Producing reason]]></article-title>
<source><![CDATA[Cold war social science]]></source>
<year>2012</year>
<page-range>99-116</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Palgrave Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Heyck]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Age of system: Understanding the development of modern social science]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Baltimore ]]></publisher-loc>
<publisher-name><![CDATA[Johns Hopkins University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Horlacher]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[The educated subject and the German concept of Bildung: A comparative cultural history]]></source>
<year>2015</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koselleck]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[On the Anthropological and Semantic Structure of Bildung. The Practice Of Conceptual History Timing History, Spacing Concepts]]></source>
<year>2002</year>
<page-range>170-207</page-range><publisher-loc><![CDATA[Stanford, Ca ]]></publisher-loc>
<publisher-name><![CDATA[Stanford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ideland]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[The eco-certified child: Citizenship and education for sustainability and environment. Palgrave Studies in Education and the Environment]]></source>
<year>2019</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Palgrave Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krone]]></surname>
<given-names><![CDATA[M. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Guides to Musical Experiences]]></article-title>
<source><![CDATA[Music Educators Journal]]></source>
<year>1960</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>48-55</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kugler]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["School and Teaching."]]></article-title>
<source><![CDATA[Elemental Dance - Elemental Music: The Munich Günther School 1924-1944, Kugler, M]]></source>
<year>2013</year>
<page-range>213-41</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Schott Music Corporation]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lesko]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Act your age: A cultural construction of adolescence]]></source>
<year>2001</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lesko]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Niccolini]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feeling progessive: Historicing affect in education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Diaz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kirchgasler]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[A political sociology of educational knowledge: Studies of exclusions and difference]]></source>
<year>2017</year>
<page-range>69-84</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge/McMillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The Making of Indigeneity, Curriculum History, and the Liits of Diversity]]></source>
<year>2017</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[C. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Disrupting the consensus: Creativity in European educational discourses as a technology of government]]></article-title>
<source><![CDATA[The "reason" of schooling: Historicizing curriculum studies, pedagogy, and teacher education, edited by T. Popkewitz, 99-114]]></source>
<year>2015</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[C. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From scribbles to details: The invention of stages of development in drawing and the government of the child]]></article-title>
<source><![CDATA[A political sociology of educational knowledge: Studies of exclusions and difference, edited by T. S. Popkewitz, J. Diaz, and C. Kirchgasler, 105-18]]></source>
<year>2017</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[C. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The alchemies of the arts in education: Problematizing some of the ingredients of the recipe]]></article-title>
<source><![CDATA[Spectra of transformation, edited by B. Jörissen, L. Unterberg, L. Klepacki, J. Engel, V. Flasche, and T. Klepacki, 51-67]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Munster ]]></publisher-loc>
<publisher-name><![CDATA[Waxmann]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="">
<collab>More on Orff-Schulwerk Schulwerk</collab>
<source><![CDATA[American Orff-Schulwerk Association]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Personality: A biosocial approach to origins and structure]]></source>
<year>1947</year>
<publisher-name><![CDATA[Harper &amp; Brothers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="">
<collab>Odata Marketing</collab>
<source><![CDATA[Orff-Schulwerk Schulwerk A Classroom in Action [Video]]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ogata]]></surname>
<given-names><![CDATA[A. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Designing the creative child: Playthings and places in midcentury America]]></source>
<year>2013</year>
<publisher-name><![CDATA[U of Minnesota Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pitt-Smith]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
</person-group>
<source><![CDATA[Orff-Schulwerk in the urban middle school classroom]]></source>
<year>2017</year>
<publisher-name><![CDATA[San Francisco State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child]]></article-title>
<source><![CDATA[American educational research journal]]></source>
<year>2004</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-34</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La sociologie de L' Éducation em perspective historique: fabrication, difference et "abjection". Éducation et Société]]></article-title>
<source><![CDATA[Revue Internationale de Sociologie L' Éducation]]></source>
<year>2012</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>13-32</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[The impracticality of practical research: A history of sciences of change that conserve]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Ann Arbor ]]></publisher-loc>
<publisher-name><![CDATA[The University of Michigan Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Diaz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kirchgasler]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[A political sociology of educational knowledge: Studies of exclusions and difference]]></source>
<year>2017</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge/McMillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Science as "the beacon" for social change: The reason of systems in American educational research and development]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Pettersson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsiao]]></surname>
<given-names><![CDATA[K.-J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The post-World War Two international educational sciences: Quantification, visualization, and making kinds of people]]></source>
<year>2021</year>
<page-range>27-50</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Pettersson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsiao]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[The international emergence of educational sciences in the post-World War Two years: Quantification, visualization, and making kinds of people]]></source>
<year>2021</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sobe]]></surname>
<given-names><![CDATA[N. W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Boredom and classroom design: the affective economies of school engagement]]></article-title>
<source><![CDATA[Making education: Material school design and educational governance]]></source>
<year>2018</year>
<page-range>157-69</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Solovey]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
<name>
<surname><![CDATA[Cravens]]></surname>
<given-names><![CDATA[Hamilton]]></given-names>
</name>
</person-group>
<source><![CDATA[Cold War Social Science: Knowledge Production, Liberal Democracy, and Human Nature]]></source>
<year>2012</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[PalgraveMacMillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spitz]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[From Idea to Institution: The Development and Dissemination of the Orff-Schulwerk from Germany to the United States]]></source>
<year>2019</year>
<publisher-name><![CDATA[Current Musicology]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toepfer]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Aristocratic City: The Dance Aesthetic of Dorothee Gunther and the Political Legacy of Francois Delsarte]]></article-title>
<source><![CDATA[Mime Journal]]></source>
<year>2005</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>152-83</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[The democratic surround: Multimedia and American liberalism from World War II to the psychedelic sixties]]></source>
<year>2013</year>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Velásquez]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tuned idiophones in the music education of children: The history of Orff-Schulwerk instruments]]></article-title>
<source><![CDATA[The Bulletin of Historical Research in Music Education]]></source>
<year>1990</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-109</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="">
<collab>What is Orff-Schulwerk Schulwerk?</collab>
<source><![CDATA[American Orff-Schulwerk Association]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yolcu]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Popkewitz]]></surname>
<given-names><![CDATA[T.S]]></given-names>
</name>
</person-group>
<source><![CDATA[Making the able body: School mathematics as a cultural practice]]></source>
<year>2019</year>
<publisher-name><![CDATA[ZDM Mathematics Education (Advance online publication)]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zheng]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A performative history of STEM crisis discourse: the co-constitution of crisis sensibility and systems analysis around 1970]]></article-title>
<source><![CDATA[Discourse: Studies in the Cultural Politics of Education]]></source>
<year>2019</year>
<page-range>1-16</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
