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date: 03 April 2020

Abstract and Keywords

This chapter argues that educators have an ethical responsibility to be aware of the mediating effects of technologies, and that although technology in music education may either further the cause of social justice or hinder it, the latter will more likely occur when these mediating effects are left unexamined or assumed nonexistent. Following a brief introduction outlining this idea, the discussion is divided into two parts illustrating different sets of possible outcomes of mediation. First, the conditions under which technological instruction might either lead to a sense of empowerment or inculcate students into a consumerist mentality are examined. Second, the issue of whether technological instruction may indirectly cause musical meaning(s) to either become better contextualized or de-politicized is addressed. The chapter concludes that de-skilling, de-contextualizing, and consumerism, as potential impediments to social justice, are best countered by examining and drawing students’ attention to the mediating effects of technology use.

Keywords: social justice, technological instruction, empowerment, consumerism, de-skilling, mediation

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