Cathy Benedict, Patrick Schmidt, Gary Spruce

Oxford Handbook of Social Justice in Music Education

• Gebundenes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Oxford University Press
• Seitenzahl: 736
• Erscheinungstermin: 27. November 2015
• Englisch
• Abmessung: 257mm x 183mm x 43mm
• Gewicht: 1383g
• ISBN-13: 9780199356157
• ISBN-10: 0199356157
• Artikelnr.: 43567123

Autorenporträt

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.

Inhaltsangabe

* 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, and 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, and 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, and 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, and
* 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
* 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 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 and Patricia S. Campbell, 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 Music
Education
* Flavia Narita, Universidade de Brasilia, Brazil, and 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, and 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, and 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 and 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 Editor Paul
* Woodford
* 35. Restorative Justice, Transformative Justice, and their
Relationship to Music Education
* Mary Cohen, University of Iowa, and 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 and Carmen Mills, The University of Queensland,
Australia
* 42. Striving for justice with determination and hope: An epilogue
* Janet Barrett, University of Illinois, United States