Lacking Subtlety: A Critical Analysis of the Project 2025 Report and Impacts on Music Education.
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| Title: | Lacking Subtlety: A Critical Analysis of the Project 2025 Report and Impacts on Music Education. |
|---|---|
| Authors: | Palkki, Joshua1, Caithaml, Justin2, Kimbrel, Shawn3 |
| Source: | Action, Criticism & Theory for Music Education. May2026, Vol. 25 Issue 3, p13-55. 43p. |
| Subject Terms: | *Music education, Gender role, Critical discourse analysis, Communication patterns, Cultural policy |
| Company/Entity: | Heritage Foundation (Washington, D.C.) |
| Reviews & Products: | Project 2025 |
| Abstract: | In 2023, The Heritage Foundation released the Mandate for Leadership document, commonly referred to as the "Project 2025 Report," which outlined a conservative policy agenda for a potential Republican administration (Dans and Groves 2023). Drawing on the work of discourse theorists Fairclough and Fairclough (2012), who argue that language shapes social reality, and Butler (2024), who explores how constructed harms maintain systems of power, this study critically examines the report's education chapter. Using Critical Feminist Discourse Analysis (CFDA; Sunderland and Litoselliti 2002) alongside Butler's (2024) concept of a gender phantasm, we coded and analyzed key rhetorical patterns. We present our findings through three thematic categories suggested by Sunderland and Litoselliti (2002), revealing how gender and power are discursively constructed. We conclude with a discussion of the implications for music education and issue a call to action for scholars, preservice and in-service teachers, and professional music education organizations. [ABSTRACT FROM AUTHOR] |
| Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194717377 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194717377 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.22176/act25.3.13 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 43 StartPage: 13 Subjects: – SubjectFull: Music education Type: general – SubjectFull: Gender role Type: general – SubjectFull: Critical discourse analysis Type: general – SubjectFull: Communication patterns Type: general – SubjectFull: Cultural policy Type: general – SubjectFull: Heritage Foundation (Washington, D.C.) Type: general – SubjectFull: Project 2025 Type: general Titles: – TitleFull: Lacking Subtlety: A Critical Analysis of the Project 2025 Report and Impacts on Music Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Palkki, Joshua – PersonEntity: Name: NameFull: Caithaml, Justin – PersonEntity: Name: NameFull: Kimbrel, Shawn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15454517 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: Action, Criticism & Theory for Music Education Type: main |
| ResultId | 1 |
