The Oxford Handbook of Social Justice in Music Education
Cathy Benedict, Patrick Schmidt, Gary Spruce and Paul Woodford
Series : Oxford Handbooks
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.
Readership : Of interest to music teachers, teacher educators, and undergraduate and graduate music majors, the handbook will also be appealing to other musical scholars in the areas, for example, of music and politics, ethnomusicology, philosophy, and sociology. It will be useful to scholars and students
from the broader fields of general education, history of education, sociology, and political science.
Why Social Justice and Music Education?
Section I. Understanding Social Justice in Music Education Conceptually, Historically, and Politically
Paul Woodford: Introduction-From Pioneers to New Frameworks
1. Estelle Jorgensen: Intersecting Social Justices
and Music Education
2. Marie McCarthy: Understanding Social Justice from the Perspective of Music Education History
3. Patrick Schmidt: The Ethics of Policy: Why a Social Justice Vision of Music Education Requires a Commitment to Policy Thought
4. Stephanie Horsley: Facing the Music:
Pursuing Social Justice Through Music Education in a Neoliberal World
5. Gabriel Rusinek and José Luis: Educational Policy Reforms and the Politics of Music Teacher Education
6. Wai-Chung Ho and Wing Wah Law: The Promotion of Multiple Citizenships in China's Music Education
Westheimer: What Did You Learn in School Today? Music Education, Democracy, and Social Justice
8. Roberta Lamb: Disjunctured Feminism: Emerging Feminisms in Music Education
9. Elizabeth Gould: A Jazz Funeral in Music Education
10. Carlos Abril and Jacqueline Kelly-McHale: The Space
Between Worlds: Music Education and Latino Children
11. Kathy Marsh: Music, Social Justice, and Social Inclusion: The Role of Collaborative Music Activities in Supporting Young Refugees and Newly Arrived Immigrants in Australia
12. Deborah Bradley: Hidden in Plain Sight: Race and Racism in
13. Alice-Ann Darrow: Ableism and Social Justice: Rethinking Disability in Music Education
14. Louis Bergonzi: Gender and Sexual Diversity Challenges (For) Social Justice Music Education
15. Richard Matthews: Beyond Toleration-Facing the Other
Epistemological Shifts and Just Practices
Patrick Schmidt: Introduction-Socializing the Value of Equity
16. Cathy Benedict: "What do we think we know?"
17. Patricia S. Campbell and Christopher Roberts: Multiculturalism and Social Justice: Complementary Movements for Education in and
18. Gary Spruce: Music Education, Social Justice, and the 'Student Voice': Addressing Student Alienation through a Dialogical Conception of Music Education
19. Lucy Green and Flavia Narita: Informal Learning as a Catalyst for Social Justice in the Secondary School
20. Panagiotis Kanellopoulos: Musical Creativity and 'the Police': Troubling Certainties in Early Childhood Music Education
21. Ruth Wright: Music Education and Social Reproduction: Breaking Cycles of Injustice
22. Pamela Burnard, Laura Hassler, Lis Murphy and Otto de Jong: The
Imperative of Diverse and Distinctive Musical Creativities as Practices of Social Justice
23. Heidi Westerlund and Sidsel Karlsen: Music Teachers' Repertoire Choices and the Quest for Solidarity: Opening Arenas for the Art of Living with Difference
24. Susan O'Neill: Youth Empowerment and
Transformative Music Engagement
25. Gloria Ladson-Billings: You Gotta Fight the Power: The Place of Music in Social Justice Education
Section IV. Toward Social Justice Pedagogy: Problems and Opportunities
Gary Spruce: Introduction-Rethinking the Ways We Engage with Others
Chris Philpott with Jason Kubilius: Social Justice in the English Secondary Music Classroom
27. Lee Higgins: Hospitable Music Making: Community Music as a Site for Social Justice
28. Rubén Gaztambide-Fernandez & Leslie Stewart-Rose: Social Justice and Urban Music Education
Louth: Social Justice and Music Technology in Education
30. Jonathan Savage: Music First and Last: Developing a Socially Just Pedagogical Approach to Music Education with Technology
31. André de Quadros: Rescuing Choral Music from the Realm of the Elite: Models for Twenty-first Century
Music-Making-Two Case Illustrations
32. Martin Fautley: Music Education Assessment and Social Justice: Resisting Hegemony Through Formative Assessment
33. Carolyn Cooke: Critical Reflection for Social Justice and Inclusion in Music Education
34. John Sloboda: 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
Paul Woodford: Introduction-Description, questions, and challenges for researchers
35. Mary Cohen and Stuart Paul Dunca: Behind
Different Walls: Restorative and Transformative Justice and their Relationship to Music Education
36. Eric Shieh: Relationship, Rescue, and Culture: How El Sistema Might Work
37. Joseph Abramo: Negotiating Gender, Popular Culture, and Social Justice in Music Education
38. Maud Hickey:
Music Education and the Invisible Youth: A Summary of Research and Practices of Music Education for Youth in Detention Centers
39. Sheila C. Woodward: Music: An Alternative Education in the South African Freedom Struggle
40. Amanda Soto: New Faces in Old Spaces: Mexican American Musical
Expressions and Music Equity within the Music Curriculu
41. Julie Ballantyne and Carmen Mills: The Intersection of Music Teacher Education and Social Justice: Where Are We Now?
42. Janet Barrett: Striving for justice with determination and hope: An epilogue
There are no Instructor/Student Resources available at this time.
Cathy Benedict is Assistant Professor and Coordinator of Music Education, Florida International University. Patrick Schmidt is Associate Professor of Music Education, Florida International University. Gary Spruce is Senior Lecturer in Education, The Open University. Paul Woodford is Professor
of Music Education, Western University.
- Newly-commissioned work from an international list of authors.
- Concerned with ameliorating social inequities affecting marginalized or underserved children and groups.
- Argues for the musical empowerment of all learners.