Oxford Handbook of Social Justice in Music Education

Herausgeber: Benedict, Cathy; Spruce, Gary; Schmidt, Patrick

• Broschiertes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Oxford University Press
• Seitenzahl: 736
• Erscheinungstermin: 1. Juni 2018
• Englisch
• Abmessung: 244mm x 170mm x 40mm
• Gewicht: 1247g
• ISBN-13: 9780190886639
• ISBN-10: 0190886633
• Artikelnr.: 50852119

Autorenporträt

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.

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 Feminisms: 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
* 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 and
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
* and Flavia Narita, Universidade de Brasília, 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. Behind Different Walls: 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 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