The Oxford Handbook of Social Justice in Music Education (Oxford Handbooks)

The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages. This Handbook Seeks To Present A Wide-ranging And Comprehensive Survey Of Social Justice In Music Education. Contributors From Around The World Interrogate The Complex, Multidimensional, And Often Contested Nature Of Social Justice And Music Education From A Variety Of Philosophical, Political, Social, And Cultural Perspectives. Although Many Chapters Take As Their Starting Point An Analysis Of How Dominant Political, Educational, And Musical Ideologies Serve To Construct And Sustain Inequities And Undemocratic Practices, Authors Also Identify Practices That Seek To Promote Socially Just Pedagogy And Approaches To Music Education. Preface: Why Social Justice And Music Education -- Understanding Social Justice In Music Education: Conceptually, Historically, And Politically. Introduction: From Pioneers To New Frameworks ; Intersecting Social Justices And Music Education / Estelle R. Jorgensen ; Understanding Social Justice From The Perspective Of Music Education History / Marie Mccarthy ; The Ethics Of Policy: Why A Social Justice Vision Of Music Education Requires A Commitment To Policy Thought / Patrick Schmidt ; Facing The Music: Pursuing Social Justice Through Music Education In A Neoliberal World / Stephanie Horsley ; Education Policy Reforms And The Politics Of Music Teacher Education / Gabriel Rusinek And José Luis Aróstegui -- The Promotion Of Multiple Citizenships In China's Music Education / Wai-chung Ho And Wing-wah Law ; What Did You Lear In School Today? Music Education, Democracy, And Social Justice / Joel Westheimer -- Reclaiming Difference In Music Education. Introduction: Beyond Toleration: Facing The Other / Cathy Benedict, Section Editor ; Disjunctured Feminisms: Emerging Feminisms In Music Education / Roberta Lamb And Niyate Dhokai ; A Jazz Funeral In Music Education / Elizabeth Gould ; The Space Between Worlds: Music Education And Latino Children / Jacqueline Kelly-mchale And Carlos R. Abril ; Music, Social Justice, And Social Inclusion: The Role Of Collaborative Music Activities In Supporting Young Refugees And Newly Arrived Immigrants In Australia / Kathry Marsh ; Hidden In Plain Sight: Race And Racism In Music Education / Deborah Bradley ; Ableism And Social Justice: Rethinking Disability In Music Education / Alice-ann Darrow ; Gender And Sexual Diversity Challenges (for Socially Just) Music Education / Louis S. Bergonzi -- Epistemological Shifts And Just Practices. Introduction: Socializing The Value Of Equity / Patrick Schmidt, Section Editor ; What Do We Thinkg We Know? / Cathy Benedict ; Multiculturalism And Social Justice: Complementary Movements For Education In And Through Music / J. Christopher Roberts And Patricia Shehan Campbell ; Music Education, Social Justice, And The Student Voice: Addressing Student Alienation Through A Dialogical Conception Of Music Education / Gary Spruce ; Informal Learning As A Catalyst For Social Justice In Music Education / Flávia M. Narita And Lucy Green ; Musical Creativity And The Police: Troubling Core Music Education Certainities / Panagiotis A. Kanellopoulos ; Music Education And Social Reproduction: Breaking Cycles Of Injustice / Ruth Wright ; The Imperative Of Diverse And Distinctive Musical Creativities As Practices Of Social Justice / Pamela Burnard, Laura Hassler, Lis Murphy, And Otto De Jong ; Music Teachers' Repertoire Choices And The Quest For Solidarity: Opening Arenas For The Art Of Living With Difference / Sidsel Karlsen And Heidi Westerlund ; Youth Empowerment And Transformative Music Engagement / Susan A. O'neill ; You Gotta Fight The Power: The Place Of Music In Social Justice Education / Gloria Ladson-billings -- Toward Social Justice Pedagogy: Problems And Opportunities. Introduction: Rethinking The Ways We Engage With Others / Gary Spruce, Section Editor ; Social Justice In The English Secondary Music Classroom / Chris Philpott With Jason Kubilius ; Hospitable Music Making: Community Music As A Site For Social Justice / Lee Higgins ; Social Justice And Urban Music Education / Rubén Gaztambide-fernández And Leslie Stewart Rose ; Social Justice And Music Technology In Education / Paul Louth ; Music First And Last: Developing A Socially Just Pedagogical Approach To Music Education With Technology / Jonathan Savage ; Rescuing Choral Music From The Realm Of The Elite: Models For Twenty-first-century Musice Making: Two Case Illustrations / André De Quadros ; Music Education Assessment And Social Justice: Resisting Hegemony Through Formative Assessment / Martin Fautley ; Critical Reflection For Social Justice And Inclusion In Music Education / Carolyn Cooke ; Can Music Teaching Be A Powerful Tool For Social Justice? / John Sloboda -- Social Justice In Practice: Examples Of Eductional Projects From Beyond The Schools And Around The World. Introduction: Description, Questions, And Challenges For Researchers / Paul Woodford, Section Editor ; Behind Different Walls: Restorative Justice, Transformative Justice, And Their Relationship To Music Education / Mary L. Cohen And Stuart Paul Duncan -- Relationship, Rescue, And Culture: How El Sistema Might Work / Eric Shieh ; Negotiating Gender, Poplular Culture, And Social Justice In Music Education / Joseph Abramo ; Music Education And The Invisible Youth: A Summary Of Research And Practices Of Music Education For Youth In Detention Centers / Maud Hickey ; Music: An Alternative Education In The South African Freedom Struggle / Sheila C. Woodward ; New Faces In Old Spaces: Mexican American Musical Expressions And Music Equity With The Music Curriculum ; The Intersection Of Music Teache Education And Social Justice: Where Are We Now? / Julie Ballantyne And Carmen Mills ; Striving For Justice With Determination And Hope: An Epilogue / Janet R. Barrett. Edited By Cathy Benedict, Patrick Schmidt, Gary Spruce, And Paul Woodford. Series Statement From Book Jacket. Includes Bibliographical References And Index. Cover The Oxford Handbook of Social Justice in Music Education Copyright Contents Preface: Why Social Justice and Music Education? Contributors Section I Understanding Social Justice in Music Education Conceptually, Historically, and Politically Introduction—From Pioneers to New Frameworks 1. Intersecting Social Justices and Music Education 2. Understanding Social Justice from the Perspective of Music Education History 3. The Ethics of Policy: Why a Social Justice Vision of Music Education Requires a Commitment to Policy Thought 4. Facing the Music: Pursuing Social Justice Through Music Education in a Neoliberal World 5. Educational Policy Reforms and the Politics of Music Teacher Education 6. The Promotion of Multiple Citizenships in China’s Music Education 7. What Did You Learn in School Today? Music Education, Democracy, and Social Justice Section II Reclaiming Difference in Music Education Introduction—Beyond Toleration: Facing the Other 8. Disjunctured Feminisms: Emerging Feminisms in Music Education 9. A Jazz Funeral in Music Education 10. The Space Between Worlds: Music Education and Latino Children 11. Music, Social Justice, and Social Inclusion: The Role of Collaborative Music Activities in Supporting Young Refugees and Newly Arrived Immigrants in Australia 12. Hidden in Plain Sight: Race and Racism in Music Education 13. Ableism and Social Justice: Rethinking Disability in Music Education 14. Gender and Sexual Diversity Challenges (for Socially Just) Music Education 15. Beyond Toleration—Facing the Other Section III Epistemological Shifts and Just Practices Introduction—Socializing the Value of Equity 16. What Do We Think We Know? 17. Multiculturalism and Social Justice: Complementary Movements for Education in and Through Music 18. Music Education, Social Justice, and the “Student Voice”: Addressing Student Alienation Through a Dialogical Conception of Music Education 19. Informal Learning as a Catalyst for Social Justice in Music Education 20. Musical Creativity and “the Police”: Troubling Core Music Education Certainties 21. Music Education and Social Reproduction: Breaking Cycles of Injustice 22. The Imperative of Diverse and Distinctive Musical Creativities as Practices of Social Justice 23. Music Teachers’ Repertoire Choices and the Quest for Solidarity: Opening Arenas for the Art of Living with Difference 24. Youth Empowerment and Transformative Music Engagement 25. You Gotta Fight the Power: The Place of Music in Social Justice Education Section IV Toward Social Justice Pedagogy: Problems and Opportunities Introduction—Rethinking the Ways We Engage with Others 26. Social Justice in the English Secondary Music Classroom 27. Hospitable Music Making: Community Music as a Site for Social Justice 28. Social Justice and Urban Music Education 29. Social Justice and Music Technology in Education 30. Music First and Last: Developing a Socially Just Pedagogical Approach to Music Education with Technology 31. Rescuing Choral Music from the Realm of the Elite: Models for Twenty-First-Century Music Making—Two Case Illustrations 32. Music Education Assessment and Social Justice: Resisting Hegemony Through Formative Assessment 33. Critical Reflection for Social Justice and Inclusion in Music Education 34. Can Music Teaching Be a Powerful Tool for Social Justice? 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 35. Behind Different Walls: Restorative Justice, Transformative Justice, and Their Relationship to Music Education 36. Relationship, Rescue, and Culture: How El Sistema Might Work 37. Negotiating Gender, Popular Culture, and Social Justice in Music Education 38. Music Education and the Invisible Youth: A Summary of Research and Practices of Music Education for Youth in Detention Centers 39. Music: An Alternative Education in the South African Freedom Struggle 40. New Faces in Old Spaces: Mexican American Musical Expressions and Music Equity within the Music Curriculum 41. The Intersection of Music Teacher Education and Social Justice: Where Are We Now? 42. Striving for Justice with Determination and Hope: An Epilogue Index 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. 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.