Musicking for social change: music educators' perceptions of social justice education
Bibliographic record
Abstract
Social justice education (SJE) is broadly understood as the pedagogical work of challenging the systems, structures, and discourses that oppress, exploit, and exclude. Importantly, SJE vis-à-vis music education offers students unique opportunities to critically connect with and respond to the world by engaging musically with issues of (in)equity and (in)justice. However, despite its transformative potential, there is limited research on how the concept of SJE is perceived by secondary music educators. This matters because music educators’ perceptions of SJE inevitably shape their orientations toward and relationships with students, pedagogy, music, and social justice. Therefore, grounded in a bricolage approach to methodology that draws on critical, poststructural, and anti-colonial perspectives, this qualitative research study employs semi-structured interviews to critically examine how 10 Grade 7 to 12 Manitoba school music educators: (a) conceptualize SJE, (b) understand the importance of SJE in relation to their roles as music educators, and (c) understand the connections between social justice, music education, and the Manitoba music curriculum framework. This study reveals that research participants’ perceptions of SJE are both constructed within and constrained by the dominant discourses of the Western classical ensemble paradigm, thereby perpetuating the hegemony of Western art music and colonial musical epistemologies while simultaneously marginalizing the work of social justice. Findings also reveal that study participants’ perceptions of SJE are largely informed by liberal conceptions of social justice which have the potential to invisibilize unequal power relations and normalize coloniality. This study is significant in coming to know how, despite music educators’ best intentions, efforts to enact social change through music education may inadvertently embody oppressive potential.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.015 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".