Abstract and Keywords
This chapter explores the potential of critical reflection as a tool for addressing issues of social justice and inclusion within the music classroom. It argues that critical reflection as an integral part of musical experiences can be utilized to develop awareness of injust and exclusionary practices in music, whether political, historical, or social. Drawing on the Social Justice Critical Reflection Model of Ingram and Walters, it offers a starting point for considering the conditions for learning and pedagogies in which critical reflection can provide teachers and students a vehicle for transforming their own musical understanding and learning within a more democratic and socially just framework.
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