Disjunctured Feminisms

2015 ◽  
pp. 121-139
Author(s):  
Roberta Lamb ◽  
Niyati Dhokai
Keyword(s):  
Social Justice ◽  
Music Education ◽  
North American ◽  
Music Educators ◽  
American Music ◽  
Cross Cultural ◽  
Cultural Approach ◽  
Feminist Perspectives ◽  
American Academic

This chapter explores feminism in the classroom to contribute to the discussion of music education and social justice in the volume. Through a dual-authored, cross-generational and cross-cultural approach, it follows the disjunctured past of feminism in North American music education, and advocates for the study of feminist histories within music education and its social and historical relevance to current music educators. It also deliberates the negotiation of North American academic feminisms concurrently with global feminisms. Furthermore, it considers the emergence of multicultural feminist perspectives within the music education classroom and offers ethnographic possibilities for encouraging diverse perspectives within the classroom. The chapter offers possibilities for encouraging inclusive and comprehensive music education that recognizes how each individual’s experience contributes to feminist diversity and social justice.

Teaching gamelan in Australia: Some perspectives on cross-cultural music education

1997 ◽  
Vol os-30 (1) ◽  
pp. 3-14 ◽  
Author(s):  
David Goldsworthy
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Approaches To Teaching ◽  
General Application ◽  
Ideal Medium ◽  
Australian Education

Indonesian percussion orchestras (gamelan) have found a place in several Australian education institutions. Their presence and usage confronts music educators and students alike with a whole range of cross-cultural issues – social, ethical, pedagogical, and musical. Javanese gamelan is an ideal medium for introducing students to broader aspects of Indonesian society as well as to the musical principles and procedures of another culture. The educative value of gamelan studies also extends to musical insights and skills of a more general application in a student's music education. This paper examines some approaches to teaching gamelan in Australia, and discusses problems faced by students of this tradition in a cross-cultural situation.

Literature Review of Social Justice in Music Education: Acknowledging Oppression and Privilege

2017 ◽  
Vol 36 (2) ◽  
pp. 22-31
Author(s):  
Elizabeth S. Palmer
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Literature Review ◽  
Music Education ◽  
Ethnic Minorities ◽  
Music Educators ◽  
Complex Nature ◽  
Social Spaces ◽  
Racial And Ethnic Minorities ◽  
The Past

Within the past few years the notions of a postracial America and achieved equality have been topics of discussion in various public and social circles. The visibility of racial and ethnic minorities, women, those in the LGBTQ (lesbian, gay, bisexual, trans, and queer) community, and individuals with disabilities feeds a narrative of equality within a postracial America. However, the aforementioned groups still face discrimination. Social justice offers equity within social spaces by challenging injustices inflicted on disfranchised groups. Given the complex nature of injustices against disfranchised people, how can music educators address these issues that appear to be extramusical and beyond our control? This literature review defines social justice and explores social justice issues in (a) music education, (b) higher education, and (c) pathways toward more socially just practices.

Calvin Brainerd Cady: Thought and Feeling in the Study of Music

1999 ◽  
Vol 47 (2) ◽  
pp. 150-162 ◽  
Author(s):  
Fumiko Shiraishi
Keyword(s):  
Music Education ◽  
Music Educators ◽  
American Music ◽  
Education History ◽  
Music Curriculum ◽  
Laboratory School ◽  
Education School ◽  
Emotional Aspects ◽  
Standard Practices ◽  
The Mind

Calvin Brainerd Cady (1851-1928) was an influential American music educator who developed a theory of music education that emphasized the unification of children's thoughts and feelings. Focusing on the development of artistic music-conception (the ability to hear music in the mind), Cady taught music's intellectual and emotional aspects simultaneously. Cady demonstrated the effectiveness of his theory through successful music education practices at John Dewey's laboratory school and at his own Music-Education School. Cady was a significant reformer who pioneered several new activities and principles that became standard practices. His practical theories and effective practice influenced many music educators and the course of American music education history. His unification of thought and feeling in the music curriculum is still relevant to current and future music education practices.

The Oxford Handbook of Social Justice in Music Education

2015 ◽  
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Music Educators ◽  
Pedagogical Practices ◽  
Refugee Camps ◽  
Student Agency ◽  
Music Learning ◽  
Cultural Perspectives ◽  
Starting Point ◽  
Comprehensive Survey

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. These range from those taking place in formal and informal music education contexts, including schools and community settings, to music projects undertaken in sites of repression and conflict, such as prisons, refugee camps, and areas of acute social disadvantage or political oppression. In a volume of this scope, there are inevitably many recurring themes. However, common to many of those music education practices that seek to create more democratic and equitable spaces for musical learning is a belief in the centrality of student agency and a commitment to the too-often silenced voice of the learner. To that end, this Handbook challenges music educators to reflect critically on their own beliefs and pedagogical practices so that they may contribute more effectively to the creation and maintenance of music learning environs and programs in which matters of access and equity are continually brought to the fore.

Fantasies and Other Romanticized Concepts of Music Teaching: A Cross-Cultural Study of Chinese and North American Music Education Students’ Images of Music Teaching

2002 ◽  
Vol os-39 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Manny Brand ◽  
Lori Dolloff
Keyword(s):  
Music Education ◽  
North American ◽  
American Music ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
International Context ◽  
Cross Cultural Study ◽  
Teaching Music ◽  
Music Education Majors

Within an international context, this article reports on the use of drawings by Chinese and North American music education majors as a means of examining these students’ images, expectations, and emerging concepts of music teaching. By studying and discussing these drawings within the methods class, it is hoped that these music education majors could project their present orientation toward music teaching. Several common themes were seen in both the Chinese and North American drawings. Individual drawings are analyzed and included as evidence of archetypal images and signifiers. It is proposed that these students’ drawings might serve as a means of uncovering, analyzing, and challenging music education students as they begin the career-long task of reconciling romanticized notions with more realistic experiences in teaching music.

The Ethics of Policy

2015 ◽  
pp. 46-61
Author(s):  
Patrick Schmidt
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Music Educators ◽  
Professional Life ◽  
The Political ◽  
Ethical Imperative

This chapter delineates the need for policy thought as a key element of the education and professional life of any teacher, and in particular of those charged to educate in and through music. This argument is built upon the ethical imperative of bringing music educators and policy together, the positive implications such approximation may have, and how it can impact social justice work in music education. The policy realm is commonly seen as “above our pay grade,” beyond our duties and responsibilities, and outside the reach of our capacities. But nothing could be further from the truth. This chapter offers a framework and rationale that show how social justice and policy are entwined, while arguing that both areas are integral parts of the political lives of teachers.

Ralph L. Baldwin: His Influence on American Music Education through Teaching, Publication, and Service

2020 ◽  
pp. 153660062090132
Author(s):  
Casey L. Gerber
Keyword(s):  
Music Education ◽  
Summer School ◽  
Music Educators ◽  
American Music ◽  
Sight Reading ◽  
Teaching Philosophy ◽  
Music Educator ◽  
Untimely Death ◽  
Narrative Study ◽  
Language Of Music

Ralph L. Baldwin (1872–1943) was a prominent music educator who, in addition to his role as a teacher, was an author, composer, and leader of various professional music organizations. Baldwin later became known through his many publications and as the administrator of the Sterrie Weaver Summer School after Weaver’s untimely death. This narrative study was intended to describe the teaching philosophy developed by Baldwin. In addition, the visibility and recognition brought to Baldwin through his books in the “Music Education Series,” published by Ginn and Company, were detailed. Baldwin advocated teaching sight reading or the “language” of music to balance out the rote singing methods being used. He blended the rote and note philosophies much like his predecessor Sterrie Weaver. While Baldwin’s methods and publications are not necessarily used in American classrooms today, it is important to recognize the quality ideas and resources that he offered to music educators of that time. Baldwin’s publications are a good example of an effective instructional method, including materials, that directly preceded the adoption of current methods and approaches to music education.

Mondays With Mac

2020 ◽  
pp. 284-304
Author(s):  
Cort M. Dorn-Medeiros ◽  
Jeffrey K. Christensen ◽  
Ian Lertora
Keyword(s):  
Socioeconomic Status ◽  
Social Justice ◽  
Cultural Competence ◽  
Legal Status ◽  
Cross Cultural ◽  
Cultural Humility ◽  
Counseling Competencies ◽  
Cultural Approach ◽  
Rich Description ◽  
Cross Cultural Counseling

The purpose of this chapter is to “paint a picture of the counseling process” through rich description of how the Multicultural and Social Justice Counseling Competencies (MSJCC) can be applied through a model and stance of cultural humility, rather than a blanket state of achieving “cultural competence” in cross-cultural counseling. The mission of this chapter to convey the critical nature of accounting for the first author's (“counselor”) positions of privilege, including positions of racial, age, socioeconomic status, and legal status privileges, over the client (“Mac”), and recognizing how cultural humility needs to be evoked within the counselor in order to apply tenants of the MSJCC as well as the counselor's interpersonal and relational-cultural approach to counseling and facilitating client growth and healing.

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