Intersecting Social Justices and Music Education

2015 ◽  
pp. 6-28
Author(s):  
Estelle R. Jorgensen
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Distributive Justice ◽  
Procedural Justice ◽  
Restorative Justice ◽  
Natural Law ◽  
Music Educators ◽  
Divine Justice ◽  
Commutative Justice ◽  
Poetic Justice

In this chapter, responses to three interrelated questions are sketched: Why should music educators be interested in justice? What is meant by the term “social justice” and what are the sorts of social justice? How should music educators act on behalf of justice? The case is made for a multifaceted view of justice broadly construed. Aspects of distributive justice, communitarian justice, commutative justice, contributive justice, procedural justice, retributive justice, restorative justice, poetic justice, instrumental justice, legal justice, divine justice, and justice viewed through natural law are applied to notions of social justice from the perspective of education and music education. Several practical steps in working against injustice and toward justice in and on behalf of music education are offered.

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.

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.

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.

Theories of Justice Applied to the Pandemic: The Case of Vaccine Distribution

2021 ◽  
Vol 77 (2-3) ◽  
pp. 643-656
Author(s):  
Ricardo Tavares Silva
Keyword(s):  
Social Justice ◽  
Distributive Justice ◽  
General Problem ◽  
Selection Criterion ◽  
Broad Sense ◽  
Theories Of Justice ◽  
Commutative Justice ◽  
Social Goods ◽  
Vaccine Distribution

The problem of the distribution (in a broad sense) of the coronavirus vaccines – concerning the criterion by which the beneficiaries of the vaccine are selected – constitute a particular case of the general problem of the distribution of social goods. For this reason, it is necessary to discuss whether the selection criterion to be adopted is that of commutative justice or that of distributive justice and, consequently, whether the approach to the problem must follow an individualist perspective or a collectivist perspective, such as it happens regarding the general problem of the distribution of social goods. Therefore, problem of the distribution of the coronavirus vaccines is still a problem of social justice. In this essay, I will rehearse an application of each of these criteria to the problem at hand.

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.

Durkheim on Social Justice: The Argument from “Organic Solidarity”

2017 ◽  
Vol 112 (1) ◽  
pp. 112-124 ◽  
Author(s):  
LISA HERZOG
Keyword(s):  
Social Justice ◽  
Distributive Justice ◽  
Social Inequality ◽  
Division Of Labor ◽  
Research Program ◽  
Equality Of Opportunity ◽  
Organic Solidarity ◽  
Commutative Justice

This article reintroduces a long-forgotten argument into the debate about social justice: Durkheim's argument from “organic solidarity,” as presented inThe Division of Labor in Society. “Organic solidarity” is solidarity based on differentiation. According to Durkheim, it grows out of the division of labor, but only if the latter happens “spontaneously.” Social inequality creates obstacles to such spontaneity because it distorts prices, such that they are perceived as unjust, and it undermines equality of opportunity. Hence, Durkheim's argument connects commutative justice and distributive justice. The article argues that Durkheim's argument is plausible, interesting, and relevant for today. After presenting the argument, discussing its structure and methodology, and evaluating its plausibility by drawing on related contemporary debates, it focuses on the problem of theperceptionof social justice and the possibility of ideological distortions. It concludes by sketching the research program that follows from Durkheim's argument.

Troubling Whiteness: Music education and the “messiness” of equity work

2017 ◽  
Vol 36 (2) ◽  
pp. 128-144 ◽  
Author(s):  
Juliet Hess
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Music Teachers ◽  
Music Educators ◽  
Elementary Music ◽  
Elementary Level ◽  
White Female ◽  
Elementary Music Educators ◽  
Diverse Schools

At the elementary level, White, female music teachers largely populate music education. In the diverse schools of Toronto in Canada, teachers navigate their White subjectivities in a range of ways. My research examines the discourses, philosophies, and practices of four White, female elementary music educators who have striven to challenge dominant paradigms of music education. Their practices include critically engaging issues of social justice, studying a broad range of musics, and emphasizing contextualization. In many ways, these teachers interrupt the Eurocentric paradigm of music education to explore other possibilities with students. However, equity work is messy, and there were also moments that unsettled these teachers’ active equity agendas. This article describes both the subversions and the reinscriptions in a way that might be instructive to music education.

Justice Within Social Dilemmas

2003 ◽  
Vol 7 (4) ◽  
pp. 374-387 ◽  
Author(s):  
David A. Schroeder ◽  
Julie E. Steel ◽  
Andria J. Woodell ◽  
Alicia F. Bembenek
Keyword(s):  
Resource Allocation ◽  
Distributive Justice ◽  
Procedural Justice ◽  
Competitive Advantage ◽  
Restorative Justice ◽  
Social Dilemmas ◽  
Social Dilemma ◽  
Best Interest ◽  
Sequential Model ◽  
One Act

The defining feature of social dilemma situations is the inherent conflict faced by those involved: should one act in his or her own individual best interest or sacrifice a measure of one's personal payoff to help maximize the joint payoff of the group as a whole? In such dilemmas, those making individualistic and defecting choices are always at a competitive advantage relative to those who choose to cooperate. One seemingly inevitable consequence of the resulting resource allocation asymmetry is that it must challenge and threaten the cooperator's sense of fairness and justice, and it is the reaction of those caught in social dilemmas to this injustice and unfairness that is the focus of this article. We examine how justice processes-distributive justice, procedural justice, restorative justice, and retributive justice operate in social dilemmas. Within this examination, we consider ideas from classic and contemporary conceptual analyses of justice to provide a broader context within which to understand social dilemmas and the roles that justice plays as people strive to ensure fair outcomes for themselves and for others. We conclude with the proposal of a 4-stage, sequential model of justice in social dilemmas that posits groups move between the types of justice concerns when unfair and unsatisfactory outcomes (e.g., inequitable resource allocations, violations of agreed-on allocation rules, intentional and egregious exploitation of the group) cause members to “recognize the necessity” for change to ensure fair and just outcomes for all.

scholarly journals KEADILAN DALAM SATU (INTRA) GENERASI:SEBUAH PENGANTAR BERDASARKAN TAKSONOMI KEADILAN LINGKUNGAN

2017 ◽  
Vol 29 (2) ◽  
pp. 292 ◽  
Author(s):  
Andri Gunawan Wibisana
Keyword(s):  
Social Justice ◽  
Distributive Justice ◽  
Procedural Justice ◽  
Corrective Justice ◽  
Access To Information ◽  
Legal Principles ◽  
Legal Standing ◽  
Polluter Pays Principle ◽  
Intragenerational Equity ◽  
Common But Differentiated Responsibility

AbstractThis paper attempts to discuss intragenerational equity based on the taxonomy of environmental justice, i.e. distributive justice, corrective justice, procedural justice, and social justice. Based on distributive justice perspective, the paper places the polluter pays principle (PPP) and common but differentiated responsibility (CBDR) as two important legal principles in implementing intragenerational equity. Based on corrective justice perpective, the paper considers that the PPP plays an important role in implementing intragenerational equity. The paper explains the implementation of procedural justice in terms of access to participation, access to information, and legal standing. Finally, the paper observes the importance of the integration of environmental protection and social justice.IntisariTulisan ini mencoba untuk mendiskusikan lebih mendalam keadilan intra generasi dengan menggunakan taksonomi keadilan lingkungan, yaitu keadilan distributif, keadilan korektif, keadilan prosedural, dan keadilan sosial. Secara khusus, berdasarkan perspektif keadilan distributif, tulisan ini melihat adanya kaitan erat antara keadilan intra generasi dengan polluter pays principle (PPP) dan common-but-differentiated responsibility. Dalam perspektif keadilan korektif, tulisan ini melihat pentingnya PPP untuk mewujudkan keadilan intra generasi. Tulisan ini melihat perwujudan keadilan prosedural melalui hak untuk berpartisipasi dalam pengambilan keputusan, hak atas informasi, dan hak gugat. Dalam konteks keadilan sosial, tulisan menjelaskan integrasi perlindungan lingkungan dengan penciptaan keadilan sosial.

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