A Jazz Funeral in Music Education

2015 ◽  
pp. 139-155
Author(s):  
Elizabeth Gould
Keyword(s):  
Social Justice ◽  
Music Education ◽  
New Orleans ◽  
Historical Context ◽  
Social Injustice ◽  
Second Line ◽  
Brass Bands ◽  
Scholarly Discourse

This chapter presents a jazz funeral in music education. Placed in the historical context of New Orleans brass bands and contemporary second line parades, the chapter stands as critique of so-called social justice practices in music education that would threaten to swamp the profession with the impersonal voice of scholarly reason expressed in terms of disregard disguised as benevolence. The author-who-is-not-one (here) attempts an experiment deploying the literary “apostrophe” to subvert the gravity of scholarly discourse in an effort to do something in response to unreasonable worlds of social injustice that define the very profession. Its potentialities of success to actualize difference in ways that might materially do something are both contingent and precarious, inasmuch as they are solely a function of reading and answering.

scholarly journals Voices from the Post-Katrina Ninth Ward: An Examination of Social Justice, Privilege, and Personal Growth

2008 ◽  
Vol 1 (2) ◽  
pp. 48-61
Author(s):  
Paul B. Perrin ◽  
Angelica Brozyna ◽  
Andrea B. Berlik ◽  
Frederic F. Desmond ◽  
Huan J. Ye ◽  
...  
Keyword(s):  
Social Support ◽  
Social Justice ◽  
African American ◽  
New Orleans ◽  
Graduate Student ◽  
Personal Growth ◽  
Disaster Relief ◽  
Social Injustice ◽  
Student Counselors

We—five graduate-student counselors and one professor—provided social support to African- American residents in New Orleans’ post-Katrina Ninth Ward. We describe residents’ narratives, our reactions to our own privileges made salient, our personal growth, and post-Katrina social injustice. We then suggest ways for individuals to contribute to disaster relief/social justice.

Class, Control, and Classical Music

2019 ◽  
Author(s):  
Anna Bull
Keyword(s):  
Music Education ◽  
Cultural Production ◽  
Classical Music ◽  
Historical Context ◽  
Ethnographic Study ◽  
Middle Classes ◽  
Class Culture ◽  
White Middle Class ◽  
Music Ensembles ◽  
The Aesthetic

Through an ethnographic study of young people playing and singing in classical music ensembles in the south of England, this book analyses why classical music in England is predominantly practiced by white middle-class people. It describes four ‘articulations’ or associations between the middle classes and classical music. Firstly, its repertoire requires formal modes of social organization that can be contrasted with the anti-pretentious, informal, dialogic modes of participation found in many forms of working-class culture. Secondly, its modes of embodiment reproduce classed values such as female respectability. Thirdly, an imaginative dimension of bourgeois selfhood can be read from classical music’s practices. Finally, its aesthetic of detail, precision, and ‘getting it right’ requires a long-term investment that is more possible, and makes more sense, for middle- and upper-class families. Through these arguments, the book reframes existing debates on gender and classical music participation in light of the classed gender identities that the study revealed. Overall, the book suggests that inequalities in cultural production can be understood through examining the practices that are used to create a particular aesthetic. It argues that the ideology of the ‘autonomy’ of classical music from social concerns needs to be examined in historical context as part of the classed legacy of classical music’s past. It describes how the aesthetic of classical music is a mechanism through which the middle classes carry out boundary-drawing around their protected spaces, and within these spaces, young people’s participation in classical music education cultivates a socially valued form of self-hood.

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

scholarly journals Social exclusion: re-examining its conceptual relevance to tackling inequality and social injustice

2015 ◽  
Vol 35 (9/10) ◽  
pp. 600-617 ◽  
Author(s):  
Clive Sealey
Keyword(s):  
Social Justice ◽  
Social Policy ◽  
Social Exclusion ◽  
Design Methodology ◽  
Value Added ◽  
Social Injustice ◽  
Critical Approach ◽  
Content Type ◽  
It Value ◽  
Significant Difference

Purpose – The purpose of this paper is to rationalise the continued conceptual utility of social exclusion, and in so doing addresses the prevailing question of what to do with it. This is relevant from social exclusion’s declining relevance in contemporary UK social policy and academia, where its consideration as a concept to explain disadvantage is being usurped by other concepts, both old and new. Design/methodology/approach – The paper analyses criticisms of limitations of social exclusion which have typically centred on the operationalisation of the concept, but the author will argue that there are distinctive operationalisation and conceptual strengths within social exclusion which make it value-added as a concept to explain disadvantage. Specifically, there will be an analysis of both New Labour’s and the present Coalition government’s conceptualisation of the term in policy in relation to work. Findings – The analysis highlights the significant difference that a focus on processes rather than outcomes of social exclusion can make to our understanding of inequality and social injustice, and locates this difference within an argument that social exclusion’s true applied capabilities for social justice requires a shift to a conceptualisation built on the processes that cause it in the first place. Originality/value – The paper acts as a rejoinder to prevailing theoretical and political thinking of the limited and diminishing value of social exclusion for tackling disadvantage. In particular, the paper shows how social exclusion can be conceptualised to provide a critical approach to tackling inequality and social injustice, and in doing so foregrounds the truly applied capabilities of social exclusion for transforming social justice.

scholarly journals Eroded Rule of Law, Endemic Violence and Social Injustice in Brazil

Lexonomica ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 211-242
Author(s):  
Mitja Kovač ◽  
Marcela Neves Bezerra
Keyword(s):  
Social Justice ◽  
Rule Of Law ◽  
Crime Rate ◽  
Social Inequalities ◽  
Prison System ◽  
Living Conditions ◽  
Social Injustice ◽  
Short Term ◽  
The Rule Of Law ◽  
Weak Rule

Modern Brazil is plagued by social and economic inequalities, endemic violence, crime, and a weak rule of law. Once these narratives become dependent on each other, all aspects must be worked on to change the scenario the country is facing: insecurity, fear and a lack of opportunities. This paper argues that the unprecedented rise of social injustice in Brazil is not the result of short-term measures but is part of its history marked by economic and social inequalities extending from its colonial past until today and the deficient policies on crime that emerged in the mid-1990s. Moreover, the current massive incarceration, overcrowding of prisons combined with the absence of human living conditions is turning the prison system in Brazil into a gigantic, perpetual school of crime. Investment in education that directly helps to lower the crime rate must be aligned with a new, less repressive and more inclusive punitive policy so as to induce criminals not to return to their unlawful ways. It is suggested that Brazil can only properly develop if efficient legal institutions, the rule of law, and criminal sanctioning based on the principles of social justice are available to all citizens.

scholarly journals A hermeneutical-homiletic reading of Psalm 37 with reference to H J C Pieterse's homiletics

2002 ◽  
Vol 23 (2) ◽  
pp. 575-585
Author(s):  
C. J. A. Vos
Keyword(s):  
Historical Context ◽  
Social Injustice

In this article Psalm 37 is viewed hermeneutic-homiletically. The socio-historical context of Psalm 37 is considered. Furthermore, the structure of the Psalm receives attention, as does its posture. Particular emphasis is placed on the term "righteous" as it functions in the Psalm. More specifically, manifestation of the Psalm is traced in the homiletics of H J C Pieterse. The "just man” serves as the sermon's homiletic context within his homiletics, and preaching the gospel to the victims of social injustice stands central to it. This article expresses an appreciation for the valued contribution, particularly in homiletics, that has been made by Pieterse.

scholarly journals Social Justice and Disabled People: Principles and Challenges

2005 ◽  
Vol 4 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Robina Goodlad ◽  
Sheila Riddell
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Alternative Conceptions ◽  
Social Injustice ◽  
Disabled People ◽  
Labour Government ◽  
Socially Constructed ◽  
The Uk

Social justice is a policy aim of the UK Labour government. This paper considers the applicability of the concept to disability, seeking to establish principles for conceptualising social justice and disability and considering the nature of the challenges for public policy and society posed by this conceptualisation. The paper considers how disability is implicated in two types of claims about the source of social injustice: those concerned with socially constructed differences between people; and those arising from material inequalities. Appropriate values underpinning alternative conceptions of social justice are discussed and tensions in policymaking considered.

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

The Prison School

Prison School ◽  
2016 ◽  
Author(s):  
Lizbet Simmons
Keyword(s):  
Civil Rights ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Historical Context ◽  
Male Students ◽  
Civil Rights Era ◽  
Law Enforcement Officials ◽  
Local Residents ◽  
Sociology Of Punishment ◽  
Status Offenses

This chapter investigates the New Orleans Prison School—a public school in a prison—where African American male students were sent as punishment for nonviolent status offenses. Through the voices of local residents, including students and their families, teachers, local activists, and law enforcement officials, it explains what the push-pull factors of punitive schooling mean for their lives and their community. The chapter situates this examination in the historical context of urban school failure, youth criminalization, and mass correctionalization from the post-civil rights era of New Orleans forward. The work is theoretically framed by scholarship in the sociology of punishment, which articulates mass incarceration as a disappearing act playing out on the stage of the postindustrial and neoliberal state. The chapter ends by returning to New Orleans in the aftermath of Hurricane Katrina. While the city's schools were physically demolished by the tremendous floodwaters, the punitive ideologies of the city's criminal justice system remained intact. These ideologies resurged and were made manifest as the school system was rebuilt.

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