Music Education, Social Justice, and the Global South provocatively explores the complex, multidimensional nature of social justice and the challenges adapted in educational music contexts around the world. The tensions created by critical engagement with its concepts and practices provide unique opportunities for music educators to develop learners who can respond to the challenges of an increasingly globalised landscape. Applying critical engagement with its concepts and practices and looking beyond lines on the map across diverse countries and communities, particularly those that have negotiated colonialization and that value Indigenous ways of knowing and being into the spheres of education philosophy, policy, and practice, this book stimulates thinking about ways to create more equitable, inclusive, accessible, and emancipatory practices in music education.
This book critically engages with concepts and practices to stimulate ideas about ways to create more equitable, inclusive, accessible, and emancipatory practices in music education.
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This book critically engages with concepts and practices to stimulate ideas about ways to create more equitable, inclusive, accessible, and emancipatory practices in music education.
Chapter 1: Social Justice in Music Education: A Prolegomenon
Leon de Bruin, Renée Crawford, Graham McPhail, and Jane Southcott
Part I: Inter-cultural Empathies and Intra-actions
Chapter 2: Indigenising Higher Music Education Learning Cultures: Music
Educators as Norm Te Oti Rakena
Chapter 3: Demystifying Equal Opportunities: Issues Regarding Social Justice
in Child-Youth Orchestras From South America Rolando Angel-Alvarado
Chapter 4: Cultivating Technological Discernment through Whakapapa in Music
Education Tom Pierad
Part II: Pedagogies and Practices
Chapter 5: A Radical Reimaging of Accessible Music Education: Access and
Equity in Music Education for People with Disabilities Anthea Skinner, Leon
de Bruin, and Grace Thompson
Chapter 6: The Right to Inclusion: Creating a Welcome in Music Education
Mandy Carver
Chapter 7: Piano, Public Pedagogy, and Agency: An Autoethnographic Account of
a Lockdown Rock Piano Project David Lines
Chapter 8: Social Justice and School Music Curricula: Accommodations and
Inequities Renée Crawford and Jane Southcott
Part III: Social as Cultural
Chapter 9: Making and Doing in Music Education: Looking Back to Go Forward
Kirsten Locke, Frances Kelly, and Molly Mullen
Chapter 10: A Kenyan Musician Protests: Can Juliani be Good Enough for the
Learner? Fredrick Mbogo
Chapter 11: Exploring Social Justice at the Afghanistan National Institute of
Music Through the Perspective of Graduates Gillian Howell
Chapter 12: Capturing a Personal Odyssey in Music Education through
Performative Autoethnography Franklin Lewis
Part IV: Philosophical Discourses
Chapter 13: Social Justice, the Classroom, and Access to Powerful Knowledge
Graham McPhail
Chapter 14: Social Justice in Childrens Songs: Emancipatory Attributes of
Childhood Music Making Emily Akuno
Chapter 15: Eco-literate Music Education in Theory and Practice: How Might an
Ecocentric Lens Impact the Way Music Educators Engage with Issues of Social
Justice? Millie Locke
Chapter 16: Provocations and Implications Leon de Bruin, Jane Southcott,
Graham McPhail, and Renée Crawford.
About the Contributors
Leon de Bruin is Senior Lecturer and coordinator of the Master of Music Performance Teaching degree program at the Melbourne Conservatorium of Music, the University of Melbourne.
Renee Crawford is Associate Professor in the Faculty of Education at Monash University.
Graham McPhail is Associate Professor in the School of Curriculum and Pedagogy at the Faculty of Education and Social Work at the University of Auckland.
Jane Southcott is Professor in the Faculty of Education at Monash University.
