- The Oxford Handbook of Social Justice in Music Education
- Intersecting Social Justices and Music Education
- Understanding Social Justice from the Perspective of Music Education History
- The Ethics of Policy: Why a Social Justice Vision of Music Education Requires a Commitment to Policy Thought
- Facing the Music: Pursuing Social Justice Through Music Education in a Neoliberal World
- Educational Policy Reforms and the Politics of Music Teacher Education
- The Promotion of Multiple Citizenships in China’s Music Education
- What Did You Learn in School Today? Music Education, Democracy, and Social Justice
- Disjunctured Feminisms: Emerging Feminisms in Music Education
- A Jazz Funeral in Music Education
- The Space Between Worlds: Music Education and Latino Children
- Music, Social Justice, and Social Inclusion: The Role of Collaborative Music Activities in Supporting Young Refugees and Newly Arrived Immigrants in Australia
- Hidden in Plain Sight: Race and Racism in Music Education
- Ableism and Social Justice: Rethinking Disability in Music Education
- Gender and Sexual Diversity Challenges (for Socially Just) Music Education
- Beyond Toleration—Facing the Other
- What Do We Think We Know?
- Multiculturalism and Social Justice: Complementary Movements for Education in and Through Music
- Music Education, Social Justice, and the “Student Voice”: Addressing Student Alienation Through a Dialogical Conception of Music Education
- Informal Learning as a Catalyst for Social Justice in Music Education
- Musical Creativity and “the Police”: Troubling Core Music Education Certainties
- Music Education and Social Reproduction: Breaking Cycles of Injustice
- The Imperative of Diverse and Distinctive Musical Creativities as Practices of Social Justice
- Music Teachers’ Repertoire Choices and the Quest for Solidarity: Opening Arenas for the Art of Living with Difference
- Youth Empowerment and Transformative Music Engagement
- You Gotta Fight the Power: The Place of Music in Social Justice Education
- Social Justice in the English Secondary Music Classroom
- Hospitable Music Making: Community Music as a Site for Social Justice
- Social Justice and Urban Music Education
- Social Justice and Music Technology in Education
- Music First and Last: Developing a Socially Just Pedagogical Approach to Music Education with Technology
- Rescuing Choral Music from the Realm of the Elite: Models for Twenty-First-Century Music Making—Two Case Illustrations
- Music Education Assessment and Social Justice: Resisting Hegemony Through Formative Assessment
- Critical Reflection for Social Justice and Inclusion in Music Education
- Can Music Teaching Be a Powerful Tool for Social Justice?
- Behind Different Walls: Restorative Justice, Transformative Justice, and Their Relationship to Music Education
- Relationship, Rescue, and Culture: How El Sistema Might Work
- Negotiating Gender, Popular Culture, and Social Justice in Music Education
- Music Education and the Invisible Youth: A Summary of Research and Practices of Music Education for Youth in Detention Centers
- Music: An Alternative Education in the South African Freedom Struggle
- New Faces in Old Spaces: Mexican American Musical Expressions and Music Equity within the Music Curriculum
- The Intersection of Music Teacher Education and Social Justice: Where Are We Now?
- Striving for Justice with Determination and Hope: An Epilogue
Abstract and Keywords
Many of the societal injustices historically perpetrated against persons with disabilities are well known: educational segregation, inaccessible public buildings and programs, and lack of employment opportunities. Less obvious and rarely acknowledged are issues related to the social integration of persons with disabilities and the resulting educational implications. Students with disabilities who are socially accepted and well assimilated into their school and are more likely to graduate and to secure employment. Indicators of social inequities are often subtle and overlooked, thus making teachers powerless to facilitate classroom interactions that contribute to the well-being and educational success of students with disabilities. The ability to embrace diversity in all its facets and to advance social justice requires that educators (1) understand disability culture and its place within the majority culture, (2) recognize stereotypic and stigmatizing views of persons with disability, and (3) create socially and musically inclusive environments for students with disabilities.
Music Therapy, Florida State University
Alice-Ann Darrow received her B.M., B.M.E., M.M., and Ph.D. degrees at Florida State University. Her teaching and research interests are teaching music to special populations, nonverbal communication in the classroom, and the role of music in deaf culture. Related to these topics, she has been the recipient of over twenty federal, university, or corporate grants, and published numerous monographs, research articles, and book chapters. She is editor of the text, Introduction to Approaches in Music Therapy, and co-author of Music in Special Education. She presently serves on the editorial boards of the Bulletin for the Council on Research in Music Education, Music Therapy Perspectives, Update: Applications of Research in Music Education, and the Florida Music Director. She has been the recipient of the Ella Scoble Opperman Faculty Citation and Guardian of the Flame awards from the FSU College of Music, and research and clinical practice awards from the American Music Therapy Association.
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