NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1160903
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: N/A
The Power of Discourse: Reclaiming Social Justice from and for Music Education
Spruce, Gary
Education 3-13, v45 n6 p720-733 2017
Through the prism of the two main paradigms of social justice--"distributive" and "relational"--and drawing on the concept of "discourse," this article examines how more socially just approaches might be embedded in the classroom music education of young people in the upper primary and lower secondary schools (9-13 years). In doing this, it also examines how the concept of social justice has been appropriated by some music education organisations--including El Sistema-influenced projects--as a form of legitimation. These approaches, I shall argue, often promote impoverished paradigms of social justice which restrict young people's agency and meaningful participation in music education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A