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Informationen zum Autor Cathy Benedict is Assistant Professor and Assistant Director of Research of Music Education at the Don Wright Faculty of Music, Western University, Canada.Patrick Schmidt is Associate Professor and Chair of Music Education at the Don Wright Faculty of Music, Western University, Canada.Gary Spruce is Senior Lecturer in Music Education at The Open University, United Kingdom.Paul Woodford is Professor of Music Education at the Don Wright Faculty of Music, Western University, Canada. Klappentext Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide.The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters. Zusammenfassung The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages. Inhaltsverzeichnis Preface Why Social Justice and Music Education? Editors Section I. Understanding Social Justice in Music Education Conceptually, Historically, and Politically Introduction-From Pioneers to New Frameworks. Section Editor, Paul Woodford 1. Intersecting Social Justices and Music Education Estelle Jorgensen, Indiana University, United States 2. Understanding Social Justice from the Perspective of Music Education History Marie McCarthy, University of Michigan, United States 3. The Ethics of Policy: Why a Social Justice Vision of Music Education Requires a Commitment to Policy Thought Patrick Schmidt, Florida International University, United States 4. Facing the Music: Pursuing Social Justice Through Music Education in a Neoliberal World Stephanie Horsley, Western University, Canada 5. Educational Policy Reforms and the Politics of Music Teacher Education Gabriel Rusinek, Complutense University of Madrid, and José Luis Aróstegui,University of Granada, Spain 6. The Promotion of Multiple Citizenships in China's Music Education Wai-Chung Ho, Hong Kong Baptist University, and Wing-Wah Law, The University of Hong Kong 7. What Did You Learn in School Today? Music Education, Democracy, and Social Justice Joel Westheimer, University of Ottawa, Canada Section II. Reclaiming Difference in Music Education Introduction...
