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.
Learning to teach for social justice as a cross cultural concept: Findings from three countries
