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ERIC Number: EJ804706
Record Type: Journal
Publication Date: 2007-Dec
Pages: 22
Abstractor: ERIC
Reference Count: 40
ISSN: ISSN-1545-4517
From Whence Justice? Interrogating the Improbable in Music Education
Benedict, Cathy; Schmidt, Patrick K.
Action, Criticism, and Theory for Music Education, v6 n4 p21-42 Dec 2007
The authors have chosen to move together in examining the issue of social justice because they both struggle with the pedagogical implications of what it means to be in this world. As the authors seek to embody the dialectic process of creating new understandings in their lives, and thus in their classrooms, they seek also to create this through their examination of this topic: its implications, its discourses, and its enactments. In this article, these pursuits take the form of theorethical engagement; the authors then bring this theory into the realm of music education. Consequently, this paper reflects a collaborative effort to devise a way of thinking through and creating understandings that are not wholly constrained by the written word. This article reflects how each of the authors has engaged with social justice through the voice and the ideas of the other. First, the authors explore the purpose of social justice, asking "Social justice for whom? And social justice, how?" Second, the authors want to resist the conflation or equation of equity and social justice. Finally, the authors want to examine social justice through a pedagogical lens. (Contains 14 notes.)
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A