The Oxford Handbook of Social Justice in Music Education

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. 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 worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader 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 cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters.

Auteur

Cathy Benedict is Assistant Professor and Assistant Director of Research of Music Education at the Don Wright Faculty of Music, Western University, Canada. Patrick Schmidt is Associate Professor and Chair of Music Education at the Don Wright Faculty of Music, Western University, Canada. Gary Spruce is Senior Lecturer in Music Education at The Open University, United Kingdom. Paul Woodford is Professor of Music Education at the Don Wright Faculty of Music, Western University, Canada.

Contenu

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, & José Luis Aróstegui,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 Feminisms: 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 Jacqueline Kelly-McHale, DePaul University, United States, & Carlos Abril, University of Miami, 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 Kathryn 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 Socially Just) Music Education Louis S. 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 Christopher Roberts, University of Washington, United States & Patricia S. Campbell 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 Music Education & Flavia Narita, Universidade de Brasília, Brazil, & Lucy Green, London Institute of Education, United Kingdom 20. Musical Creativity and 'the Police': Troubling Core Music Education Certainties 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 Sidsel Karlsen, Hedmark University College, Sweden, & Heidi Westerlund, Sibelius Academy, Finland 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 Rubén Gaztambide- Fernández & 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 André 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…