Abstract and Keywords
Music education has had an ambiguous and fraught relationship with urban schools. This chapter seeks to address this tension through an elucidation of two related problems: how to understand the notion of “urban music education,” and how to approach the intersection between the former and various commitments to social justice. To do this, the authors challenge the taken-for-granted definition of urban music, suggesting that social justice commitments require a more nuanced understanding of what constitutes “the urban,” which highlights social inequalities. The authors provide an introduction to various understandings of social justice and summarize four different approaches to anti-oppressive pedagogy in music education, focusing on access, representation, pedagogy, and ideology. The chapter concludes with a discussion of the implications of a cultural production approach to social justice in urban music education.
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