Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. Teaching multicultural practices, for example, has historically provided potentially useful pathways for music practices that are widely thought to be socially just. However, curricula often map alien musical values onto other musics and in so doing negate the social value of these practices, grounding them in a politics of difference wherein "recognition of our difference" limits the push that might take students from tolerance to respect and to renewed understanding and interaction.
The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice and scholastic inquiry worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader social, historical, cultural, and political contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with issues of inclusivity and diversity, alienation, intolerance, racism, ableism, and elitism, or relating to urban and incarcerated youth, immigrant and refugee children, and, more generally, cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific and groundbreaking practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that might inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice.
Consisting of 42 chapters by authors from Australia, Brazil, Canada, China, England, Finland, Greece, The Netherlands, Norway, Scotland, Spain, South Africa, Sweden, and the United States, the handbook will be of interest to a wide audience, ranging from undergraduate and graduate music education majors and faculty in music and other disciplines and fields to parents and other interested members of the public wishing to better understand what is social justice and why and how its pursuit in and through music education matters.
Preface ; Why Social Justice and Music Education? ; Editors ; Section I.
Understanding Social Justice in Music Education Conceptually, Historically,
and Politically ; Introduction-From Pioneers to New Frameworks. Section
Editor, Paul Woodford ;
1. Intersecting Social Justices and Music Education ;
Estelle Jorgensen, Indiana University, United States ;
2. Understanding
Social Justice from the Perspective of Music Education History ; Marie
McCarthy, University of Michigan, United States ;
3. The Ethics of Policy:
Why a Social Justice Vision of Music Education Requires a Commitment to
Policy Thought ; Patrick Schmidt, Florida International University, United
States ;
4. Facing the Music: Pursuing Social Justice Through Music Education
in a Neoliberal World ; Stephanie Horsley, Western University, Canada ;
5.
Educational Policy Reforms and the Politics of Music Teacher Education ;
Gabriel Rusinek, Complutense University of Madrid, & Jose Luis
Arostegui,University of Granada, Spain ;
6. The Promotion of Multiple
Citizenships in China's Music Education ; Wai-Chung Ho, Hong Kong Baptist
University, & Wing-Wah Law, The University of Hong Kong ;
7. What Did You
Learn in School Today? Music Education, Democracy, and Social Justice ; Joel
Westheimer, University of Ottawa, Canada ; Section II. Reclaiming Difference
in Music Education ; Introduction-Beyond Toleration: Facing the Other.
Section Editor, Cathy Benedict ;
8. Disjunctured Feminism: Emerging
Feminisms in Music Education ; Roberta Lamb, Queens University, Canada, &
Niyati Dhokai ;
9. A Jazz Funeral in Music Education ; Elizabeth Gould,
University of Toronto, Canada ;
10. The Space Between Worlds: Music
Education and Latino Children ; Carlos Abril, University of Miami, United
States, & ; Jacqueline Kelly-McHale, DePaul University, United States ;
11.
Music, Social Justice, and Social Inclusion: The Role of Collaborative ;
Music Activities in Supporting Young Refugees and Newly Arrived Immigrants in
Australia ; Kathy Marsh, Sydney University, Australia ;
12. Hidden in Plain
Sight: Race and Racism in Music Education ; Deborah Bradley, University of
Wisconsin-Madison, United States ;
13. Ableism and Social Justice:
Rethinking Disability in Music Education ; Alice-Ann Darrow, Florida State
University, United States ;
14. Gender and Sexual Diversity Challenges (For)
Social Justice Music Education ; Louis Bergonzi, University of Illinois,
United States ;
15. Beyond Toleration-Facing the Other ; Richard Matthews,
King's University College, Canada ; Section III. Epistemological Shifts and
Just Practices ; Introduction-Socializing the Value of Equity. Section
Editor, Patrick Schmidt ;
16. "What do we think we know?" ; Cathy Benedict,
Florida International University, United States ;
17. Multiculturalism and
Social Justice: Complementary Movements for Education in and Through Music ;
Patricia S. Campbell & Christopher Roberts, University of Washington, United
States ;
18. Music Education, Social Justice, and the 'Student Voice':
Addressing Student Alienation through a Dialogical Conception of Music
Education ; Gary Spruce, The Open University, United Kingdom ;
19. Informal
Learning as a Catalyst for Social Justice in the Secondary School Classroom ;
Lucy Green, London Institute of Education, United Kingdom, & Flavia Narita,
Universidade de Brasilia, Brazil ;
20. Musical Creativity and 'the Police':
Troubling Certainties in Early Childhood Music Education ; Panagiotis
Kanellopoulos, University of Thessaly, Athens, Greece ;
21. Music Education
and Social Reproduction: Breaking Cycles of Injustice ; Ruth Wright, Western
University, Canada ;
22. The Imperative of Diverse and Distinctive Musical
Creativities as Practices of Social Justice ; Pamela Burnard, Laura Hassler,
Lis Murphy, & Otto de Jong, University of Cambridge, United Kingdom ;
23.
Music Teachers' Repertoire Choices and the Quest for Solidarity: ; Opening
Arenas for the Art of Living with Difference ; Heidi Westerlund, Sibelius
Academy, Finland, & Sidsel Karlsen, Hedmark University College, Sweden ;
24.
Youth Empowerment and Transformative Music Engagement ; Susan O'Neill, Simon
Fraser University, Canada ;
25. You Gotta Fight the Power: The Place of
Music in Social Justice Education Gloria Ladson-Billings, University of
Wisconsin, United States ; Section IV. Toward Social Justice Pedagogy:
Problems and Opportunities ; Introduction-Rethinking the Ways We Engage with
Others. Section Editor, Gary Spruce ;
26. Social Justice in the English
Secondary Music Classroom ; Chris Philpott with Jason Kubilius, University of
Greenwich, United Kingdom ;
27. Hospitable Music Making: Community Music as
a Site for Social Justice ; Lee Higgins, Boston University, United States ;
28. Social Justice and Urban Music Education ; Ruben Gaztambide- Fernandez &
Leslie Stewart-Rose, University of Toronto, Canada ;
29. Social Justice and
Music Technology in Education ; Paul Louth, Youngston State University,
United States ;
30. Music First and Last: Developing a Socially Just
Pedagogical Approach to Music Education with Technology. ; Jonathan Savage,
Manchester Metropolitan University, United Kingdom ;
31. Rescuing Choral
Music from the Realm of the Elite: Models for Twenty-first Century
Music-Making-Two Case Illustrations ; Andre de Quadros, Boston University,
United States ;
32. Music Education Assessment and Social Justice: Resisting
Hegemony Through Formative Assessment ; Martin Fautley, Birmingham City
University, United Kingdom ;
33. Critical Reflection for Social Justice and
Inclusion in Music Education. ; Carolyn Cooke, The University of Aberdeen,
United Kingdom ;
34. Can Music Teaching be a Powerful Tool for Social
Justice? ; John Sloboda, The Guildhall School of Music and Drama, United
Kingdom ; Section V. Social Justice in Practice: Examples of Educational
Projects from Beyond ; the Schools and Around the World ;
Introduction-Description, questions, and challenges for researchers. Section
Editor Paul ; Woodford ;
35. Behind Different Walls: Restorative and
Transformative Justice and their Relationship to Music Education ; Mary
Cohen, University of Iowa, & Stuart Paul Duncan, Yale University, United
States ;
36. Relationship, Rescue, and Culture: How El Sistema Might Work. ;
Eric Shieh, Metropolitan Expeditionary Learning School, United States ;
37.
Negotiating Gender, Popular Culture, and Social Justice in Music Education ;
Joseph Abramo, University of Connecticut, United States ;
38. Music
Education and the Invisible Youth: A Summary of Research and Practices of
Music Education for Youth in Detention Centers. ; Maud Hickey, Northwestern
University, United States ;
39. Music: An Alternative Education in the South
African Freedom Struggle ; Sheila C. Woodward, Eastern Washington University,
United States ;
40. New Faces in Old Spaces: Mexican American Musical
Expressions and Music Equity within the Music Curriculum ; Amanda Soto,
University of Idaho, United States ;
41. The Intersection of Music Teacher
Education and Social Justice: Where Are We Now? ; Julie Ballantyne & Carmen
Mills, The University of Queensland, Australia ;
42. Striving for justice
with determination and hope: An epilogue ; Janet Barrett, University of
Illinois, United States
CB: Assistant Professor and Coordinator of Music Education, Florida International University. PS: Associate Professor of Music Education, Florida International University. GS: Senior Lecturer in Education, The Open University. PW: Professor of Music Education, Western University.
