- The Oxford Handbook of Social Justice in Music Education
- Section I Understanding Social Justice in Music Education Conceptually, Historically, and Politically
- 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
- Section II Reclaiming Difference in Music Education
- 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
- Section III Epistemological Shifts and Just Practices
- What Do We <i>Think</i> 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
- Section IV Toward Social Justice Pedagogy
- 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?
- Section V Social Justice in Practice
- 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
Neoliberalism and its educational reforms are premised on the importance of individual participation in market practices in order to further one’s own well-being. Such pursuits are supported by a negative justice conception of social welfare. These practices, which stress equality over equity, have distinct implications for how systems of education and citizens are discursively constructed and positioned in society. This affects how music education is structured and perceived within the practices of neoliberal education. This chapter explores the tensions between a neoliberal education ideology based on negative rights and social justice education underpinned by positive rights, the latter of which can lead to greater democratic participation, empathy, and equity in schools. Music education can play a role in subverting or providing an alternative approach to neoliberal education systems that focus primarily on developing self-interested, economic individuals who may be limited in the ways in which they view democratic participation.
University of Western Ontario
Paul Woodford holds degrees from the University of Toronto, the University of Western Ontario, and Northwestern University (Ph.D.) and is professor and former chair of the Department of Music Education at the Don Wright Faculty of Music, University of Western Ontario. His interests in philosophical, historical, sociological, and political issues affecting the profession have led to many publications, including a fifth book, Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice (Indiana University Press, 2005), a chapter in The New Handbook of Research on Music Teaching and Learning, and articles in leading professional journals. He is past chair of the executive committee of the International Society for the Philosophy of Music Education (2005–7) and is a member of the advisory boards of the Bulletin of the Council for Research in Music Education, the British Journal of Music Education, and the Philosophy of Music Education Review.
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