Difference and Division in Music Education

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Introduction Difference and Division in Music Education (ALEXIS ANJA KALLIO) /
PART 1 : Examining the Boundaries of Inclusion /
Chapter 1 : Ingratitude and the Politics of Obligation: The Problem of (Un)Mutual Recognition in Music Education (NASIM NIKNAFS) /
Chapter 2 : Zainichi Korean Students and Korean Music in Japanese Elementary School: Cultivating a Positive Ethnic Identity and Building Relationships between Koreans and Japanese (MITSUKO ISODA) /
Chapter 3 : Internalised Violence and Music Education: An Axiological Proposal (ANDREA RODRIGUEZ-SANCHEZ) /
Chapter 4 : Resisting the 'Us' Versus 'Them' Dichotomy through Music Education: The Imperative of Living in the 'Anti-'(JULIET HESS) /
PART 2 : Assigning, Controlling, and Contesting Musical Meaning /
Chapter 5 : On Hating Classical Music in Music Education (ALEXANDRA KERTZ-WELZEL) /
Chapter 6 : 'You Who Hate God': Investing in Love and Hate through the Sound of Satan (KETIL THORGERSEN AND THOMAS VON WACHENFELDT) /
Chapter 7 : Rap, Racism, and Punk Pedagogy (GARETH DYLAN SMITH) /
PART 3 : Beyond Good Intentions, Towards Ethical Encounters /
Chapter 8 : Made In/visible: Erasing Disability in Music Education (WARREN N. CHURCHILL AND TUULIKKI LAES) /
Chapter 9 : The Neoliberal Colonisation of Creative Music Education in Cultural Institutions: A Hatred of Democracy? (PANAGIOTIS A. KANELLOPOULOS AND NIKI BARAHANOU) /
Chapter 10 : Towards Solidarity through Conflict: Listening for the Morally Irreconcilable in Music Education (ALEXIS ANJA KALLIO)

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Difference and Division in Music Education enriches existing diversity and social justice discourses by considering the responsibility of music education to respond to rising social discord and tensions. Although 'hate' is by no means a new concern for policymakers, educators, or musicians, the climate of fast communications, divisive politics, and intensified encounters with 'difference' has framed expressions of hate as a rising social problem to which we cannot afford complacency. This edited volume of ten contributed essays approaches 'hate' not as a monstrous aberration, but as a product of late modernity entangled within the complex power-relations that frame both governance and agency at the policy, institutional, and interpersonal levels.

Schools, universities, and community organisations have been positioned on the front lines of addressing 'hate' and cultivating a healthy society. In recognising that music education is always both inclusive and exclusive, this volume interrogates the social norms and values that comprise the 'common good' and simultaneously cast certain musics, expressions, individuals, or social groups as different, divisive, hateful, or hated. Difference and Division in Music Education highlights the ethical and political dimensions of teaching and learning music across a number of geographical, cultural, and educational contexts and through a rich variety of perspectives.

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