“It’s Just Drilling the Skills for That Performance”: Music Educators, Social Justice, and the Performance Paradigm
Bibliographic record
Abstract
In this article, I interrogate how music educators understand the importance of social justice education. Data was generated through interviews with 10 currently practicing Grade 7–12 music educators from Manitoba, Canada, and reflexively analyzed through poststructural and anti-colonial theoretical perspectives. Findings reveal that participants’ perceptions regarding the importance of social justice education are both constructed within and constrained by the dominant discourses of the Western classical ensemble paradigm. Specifically, because study participants are regulated by the expectation and normalized understanding that to be a music educator is to focus primarily on technical skill development in pursuit of performance excellence, the importance of social justice in relation to their roles as music educators is diminished and devalued. This article is significant in coming to know how the dominance of the performance paradigm potentially limits music educators’ willingness and ability to pursue social justice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".