Empowering Song: Music Education from the Margins weaves together subversive pedagogy and theories of resistance with community music education and choral music, inspiring professionals to revisit and reconsider their pedagogical practices and approaches. The authors unique insight into some of the most marginalized and justice-deprived contexts in the world prisons, refugee shelters, detention facilities, and migrant encampments breeds evocative and compassionate enquiry, laying the theoretical groundwork for pedagogical practices while detailing the many facets of equity-centered, musical leadership. Presenting an orientation to healing informed by theory, Empowering Song explores the ways in which music education might take on the challenging questions of cultural responsiveness within the context of justice, seeking to change not only how choral music is led but also our conceptions of why it should matter to all.
Empowering Song: Music Education from the Margins weaves together subversive pedagogy and theories of resistance with community music education and choral music, inspiring professionals to revisit and reconsider their pedagogical practices and approaches.
Foreword by Bryonn Bain / Preface / PART 1 / 1 Musicking People / 2
Disrupting Practice / 3 Empowering Song / PART 2 / 4 Sounding Bodies / 5
Narrating Selves / 6 Dancing Stories / 7 Painting Dreams / Afterword 1 by
Wayland Coleman / Afterword 2 by Truth / Epilogue
André de Quadros is a professor of music in the Music Education Department at Boston University, where he holds affiliations in African, African American, American and New England, Asian, Jewish, and Muslim studies, at the Center for Antiracist Research, and prison education.
Emilie Amrein is an associate professor of music and the Director of Choral Studies at the University of San Diego where she conducts the USD Choral Scholars and teaches courses on the intersection of music and social justice movements, community music, and changemaking.
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