The Oxford Handbook of Social Justice in Music Education

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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, & Jose Luis Arostegui,University of Granada, Spain
6. The Promotion of Multiple Citizenships in China's Music Education
Wai-Chung Ho, Hong Kong Baptist University, & 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-Beyond Toleration: Facing the Other. Section Editor, Cathy Benedict
8. Disjunctured Feminism: Emerging Feminisms in Music Education
Roberta Lamb, Queens University, Canada, & Niyati Dhokai
9. A Jazz Funeral in Music Education
Elizabeth Gould, University of Toronto, Canada
10. The Space Between Worlds: Music Education and Latino Children
Jacqueline Kelly-McHale, DePaul University, United States, &
Carlos Abril, University of Miami, United States
11. Music, Social Justice, and Social Inclusion: The Role of Collaborative
Music Activities in Supporting Young Refugees and Newly Arrived Immigrants in Australia
Kathy Marsh, Sydney University, Australia
12. Hidden in Plain Sight: Race and Racism in Music Education
Deborah Bradley, University of Wisconsin-Madison, United States
13. Ableism and Social Justice: Rethinking Disability in Music Education
Alice-Ann Darrow, Florida State University, United States
14. Gender and Sexual Diversity Challenges (For Socially Just) Music Education
Louis S. Bergonzi, University of Illinois, United States
15. Beyond Toleration-Facing the Other
Richard Matthews, King's University College, Canada
Section III. Epistemological Shifts and Just Practices
Introduction-Socializing the Value of Equity. Section Editor, Patrick Schmidt
16. What do we think we know?
Cathy Benedict, Florida International University, United States
17. Multiculturalism and Social Justice: Complementary Movements for Education in and Through Music
Christopher Roberts & Patricia S. Campbell, University of Washington, United States
18. Music Education, Social Justice, and the 'Student Voice': Addressing Student Alienation through a Dialogical Conception of Music Education
Gary Spruce, The Open University, United Kingdom
19. Informal Learning as a Catalyst for Social Justice in Music Education
Flavia Narita, Universidade de Brasilia, Brazil, & Lucy Green, London Institute of Education, United Kingdom
20. Musical Creativity and 'the Police': Troubling Core Music Education Certainties
Panagiotis Kanellopoulos, University of Thessaly, Athens, Greece
21. Music Education and Social Reproduction: Breaking Cycles of Injustice
Ruth Wright, Western University, Canada
22. The Imperative of Diverse and Distinctive Musical Creativities as Practices of Social Justice
Pamela Burnard, Laura Hassler, Lis Murphy, & Otto de Jong, University of Cambridge, United Kingdom
23. Music Teachers' Repertoire Choices and the Quest for Solidarity:
Opening Arenas for the Art of Living with Difference
Sidsel Karlsen, Hedmark University College, Sweden, & Heidi Westerlund, Sibelius Academy, Finland
24. Youth Empowerment and Transformative Music Engagement
Susan O'Neill, Simon Fraser University, Canada
25. You Gotta Fight the Power: The Place of Music in Social Justice Education Gloria Ladson-Billings, University of Wisconsin, United States
Section IV. Toward Social Justice Pedagogy: Problems and Opportunities
Introduction-Rethinking the Ways We Engage with Others. Section Editor, Gary Spruce
26. Social Justice in the English Secondary Music Classroom
Chris Philpott with Jason Kubilius, University of Greenwich, United Kingdom
27. Hospitable Music Making: Community Music as a Site for Social Justice
Lee Higgins, Boston University, United States
28. Social Justice and Urban Music Education
Ruben Gaztambide- Fernandez & Leslie Stewart-Rose, University of Toronto, Canada
29. Social Justice and Music Technology in Education
Paul Louth, Youngston State University, United States
30. Music First and Last: Developing a Socially Just Pedagogical Approach to Music Education with Technology.
Jonathan Savage, Manchester Metropolitan University, United Kingdom
31. Rescuing Choral Music from the Realm of the Elite: Models for Twenty-first Century Music-Making-Two Case Illustrations
Andre de Quadros, Boston University, United States
32. Music Education Assessment and Social Justice: Resisting Hegemony Through Formative Assessment
Martin Fautley, Birmingham City University, United Kingdom
33. Critical Reflection for Social Justice and Inclusion in Music Education.
Carolyn Cooke, The University of Aberdeen, United Kingdom
34. Can Music Teaching be a Powerful Tool for Social Justice?
John Sloboda, The Guildhall School of Music and Drama, United Kingdom
Section V. Social Justice in Practice: Examples of Educational Projects from Beyond
the Schools and Around the World
Introduction-Description, questions, and challenges for researchers. Section Editor Paul
Woodford
35. Restorative Justice, Transformative Justice, and their Relationship to Music Education
Mary Cohen, University of Iowa, & Stuart Paul Duncan, Yale University, United States
36. Relationship, Rescue, and Culture: How El Sistema Might Work.
Eric Shieh, Metropolitan Expeditionary Learning School, United States
37. Negotiating Gender, Popular Culture, and Social Justice in Music Education
Joseph Abramo, University of Connecticut, United States
38. Music Education and the Invisible Youth: A Summary of Research and Practices of Music Education for Youth in Detention Centers.
Maud Hickey, Northwestern University, United States
39. Music: An Alternative Education in the South African Freedom Struggle
Sheila C. Woodward, Eastern Washington University, United States
40. New Faces in Old Spaces: Mexican American Musical Expressions and Music Equity within the Music Curriculum
Amanda Soto, University of Idaho, United States
41. The Intersection of Music Teacher Education and Social Justice: Where Are We Now?
Julie Ballantyne & Carmen Mills, The University of Queensland, Australia
42. Striving for justice with determination and hope: An epilogue
Janet Barrett, University of Illinois, United States

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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. Teaching multicultural practices, for example, has historically provided potentially useful pathways for music practices that are widely thought to be socially just. However, curricula often map alien musical values onto other musics and in so doing negate the social value of these practices, grounding them in a politics of difference wherein "recognition of our difference" limits the push that might take students from tolerance to respect and to renewed understanding and interaction. 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 and scholastic inquiry worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader social, historical, cultural, and political 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 issues of inclusivity and diversity, alienation, intolerance, racism, ableism, and elitism, or relating to urban and incarcerated youth, immigrant and refugee children, and, more generally, cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific and groundbreaking practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that might inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from Australia, Brazil, Canada, China, England, Finland, Greece, The Netherlands, Norway, Scotland, Spain, South Africa, Sweden, and the United States, the handbook will be of interest to a wide audience, ranging from undergraduate and graduate music education majors and faculty in music and other disciplines and fields to parents and other interested members of the public wishing to better understand what is social justice and why and how its pursuit in and through music education matters.

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