From Veracruz to Los Angeles: The Tradition of Son Jarocho

2021 ◽  
Vol 35 (2) ◽  
pp. 39-42
Author(s):  
Karen Howard
Keyword(s):  
Los Angeles ◽  
Civil Rights ◽  
The United States ◽  
World Music ◽  
School Level ◽  
General Music ◽  
Music Pedagogy ◽  
Mexican Music ◽  
World Music Pedagogy ◽  
Son Jarocho

The African Mexican music tradition of son jarocho comes from the Veracruz region of Mexico. As a performance practice, son jarocho has strong ties to social justice and civil rights, and is a thriving genre both in Mexico and in the United States. This article includes teaching suggestions for guitar or ukulele lessons in general music settings for elementary or middle school level students. The phases of World Music Pedagogy are applied to several son jarocho resources.

Demystifying World Music Education: From Guiding Principles to Meaningful Practice

2018 ◽  
Vol 32 (2) ◽  
pp. 18-23
Author(s):  
Jennifer M. Mellizo
Keyword(s):  
Music Education ◽  
Music Educators ◽  
World Music ◽  
Theory And Practice ◽  
General Music ◽  
Music Pedagogy ◽  
Music Curriculum ◽  
Music Learning ◽  
Music Educator ◽  
World Music Pedagogy

Over the past several decades, music education scholars have put forth a variety of convincing rationales for world music education. Yet the gap between theory and practice in this area persists. In theoretical ways, practicing music educators acknowledge the value of world music learning experiences, but many remain reluctant to fully embrace and embody this approach in practice. Through this article, one practicing general music educator shares her personal experience of writing, implementing, and subsequently observing another music educator use a new world music curriculum resource, inspired by the music traditions of the Fon people in southern Benin. As our understanding of world music pedagogy continues to evolve, more practicing music educators should share their unique perspectives and experiences. These “snapshots” from the field can help other (perhaps more hesitant) music educators envision what this pedagogical approach might look like in their own classrooms.

With All Deliberate Delay: Kennedy, Johnson, and School Desegregation

2005 ◽  
Vol 17 (2) ◽  
pp. 155-192 ◽  
Author(s):  
Dean Kotlowski
Keyword(s):  
Los Angeles ◽  
Civil Rights ◽  
School Desegregation ◽  
United States Supreme Court ◽  
The United States ◽  
External Pressure ◽  
Federal Courts ◽  
Los Angeles Times ◽  
Low Profile ◽  
Speak Up

The desegregation of southern schools, mandated by the United States Supreme Court in Brown v. Board of Education (1954), presented a dilemma for national politicians of both parties. “If presidents felt they should speak up, or act to enforce court rulings,” a correspondent for the Los Angeles Times wrote in 1969, “they risked offending conservatives, segregationists, and the South. If they wanted to sit tight, they invited the wrath of liberals.” Even presidents who were capable of acting in other areas of civil rights were content to assume a low profile on school desegregation, assign responsibility for this area of policymaking to subordinates, and enforce it only under external pressure, usually from the federal courts.

scholarly journals Somewhere between Jim Crow & Post-Racialism: Reflections on the Racial Divide in America Today

Daedalus ◽  
2011 ◽  
Vol 140 (2) ◽  
pp. 11-36 ◽  
Author(s):  
Lawrence D. Bobo
Keyword(s):  
Racial Identity ◽  
African Americans ◽  
Los Angeles ◽  
Civil Rights ◽  
Jim Crow ◽  
Well Being ◽  
The United States ◽  
Voting Rights Act ◽  
Citizenship Rights ◽  
Racial Divide

In 1965, when Dædalus published two issues on “The Negro American,” civil rights in the United States had experienced a series of triumphs and setbacks. The Civil Rights Act of 1964 and the Voting Rights Act of 1965 extended basic citizenship rights to African Americans, and there was hope for further positive change. Yet 1965 also saw violent confrontations in Selma, Alabama, and the Watts neighborhood of Los Angeles that were fueled by racial tensions. Against this backdrop of progress and retreat, the contributors to the Dædalus volumes of the mid-1960s considered how socioeconomic factors affected the prosperity, well-being, and social standing of African Americans. Guest editor Lawrence D. Bobo suggests that today we inhabit a similarly unsettled place: situated somewhere between the overt discrimination of Jim Crow and the aspiration of full racial equality. In his introduction, Bobo paints a broad picture of the racial terrain in America today before turning the volume over to the contributors, who take up particular questions ranging from education and family support, to racial identity and politics, to employment and immigration.

World Music Pedagogy

2019 ◽  
Author(s):  
Patricia Shehan Campbell ◽  
Chee-Hoo Lum
Keyword(s):  
World Music ◽  
Music Pedagogy ◽  
World Music Pedagogy
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