Social Issues in Music Education

International Handbook of Research in Arts Education - Springer International Handbook of Research in Arts Education ◽

10.1007/978-1-4020-3052-9_68 ◽

2007 ◽

pp. 989-1006 ◽

Cited By ~ 8

Author(s):

Bengt Olsson

Keyword(s):

Music Education ◽

Social Issues

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The Göteborg connection: lessons in the history and politics of popular music education and research

Popular Music ◽

10.1017/s0261143000000611 ◽

1998 ◽

Vol 17 (2) ◽

pp. 219-242 ◽

Cited By ~ 4

Author(s):

Philip Tagg

Keyword(s):

Music Education ◽

Popular Music ◽

Social Issues ◽

International Association ◽

Turn Of The Millennium ◽

Popular Music Studies ◽

Wide Range ◽

Media Hegemony ◽

Work Education ◽

Political Economic

BothPopular Musicand the International Association for the Study of Popular Music (IASPM) have been in existence for almost a generation. Given the radical social and political changes affecting the general spheres of work, education and research since the establishment of those two institutions in 1981, it is perhaps time for popular music scholars to review their own historical position and to work out strategies for the brave new world of monetarism facing those who will hopefully survive another generation after we quinquagenarian baby boomers of the rock era have disappeared from the academic scene. Of course, such a process of intellectual and ideological stocktaking requires detailed discussion of a wide range of political, economic and social issues that cannot be covered in a single article. I will therefore restrict the account that follows to a discussion of one particular set of historical strands affecting the development of popular music studies. This part of our history is virtually unknown in the anglophone quarters that have, for obvious reasons of language and music media hegemony, dominated the international field of popular music studies. It is, however, as I hope to show, a story of considerable relevance to more general problems of music education and research at the turn of the millennium. I shall return to these broader issues at the end of the article.

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‘Atawit Nawa Wakishwit’: Collective songwriting with Native American youth

Journal of Popular Music Education ◽

10.1386/jpme.3.1.11_1 ◽

2019 ◽

Vol 3 (1) ◽

pp. 11-28 ◽

Cited By ~ 2

Author(s):

Patricia Shehan Campbell ◽

Christopher Mena ◽

Skúli Gestsson ◽

William J. Coppola

Keyword(s):

Native American ◽

Music Education ◽

Pacific Northwest ◽

Social Issues ◽

The United States ◽

Marginalized Youth ◽

Community Values ◽

The Pacific ◽

American Heritage ◽

The University

This article chronicles a four-month facilitative teaching collaboration between a music education team from the University of Washington and youth enrolled in a Native American tribal school in the Pacific Northwest of the United States. The collaboration embraced a creative process honouring student voices, community values, principles of indigenous pedagogy, and an earnest effort to support student expressive impulses that blend their Native American heritage with a pervasive interest in popular music. A collective songwriting process with roots in indigenous practices from Chiapas, Mexico was employed as the framework through which students confronted social and cultural matters. The school is located in a community where language and ways of living are threatened – a concern upon which students reflected in writing a song partly in their endangered Native language of Sahaptin. The process is described as a pathway to the use of creative avenues that address social issues among marginalized youth towards artistic and sociomusical ends.

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