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ERIC Number: EJ804708
Record Type: Journal
Publication Date: 2007-Dec
Pages: 17
Abstractor: ERIC
Reference Count: 20
ISSN: ISSN-1545-4517
Social Justice and Equity: Doing the Right Thing in the Music Teacher Education Program
Sands, Rosita M.
Action, Criticism, and Theory for Music Education, v6 n4 p43-59 Dec 2007
The topics of "social justice" and "equity" have certainly captured the attention of a broad constituency of seemingly well-intentioned individuals, not only in disciplines related to the social sciences, the historical provenance of such constructs, but also in humanities fields and in the discipline of education. Upon examining the varied uses and applications of these terms--social justice and equity--there seems to be little consensus about what the terms actually mean, resulting in a plethora of uses and broadly-defined applications, not unlike what they encounter in the secondary school example. In this article, the author likes to shift the focus slightly to what transpires and results when the terms social justice and equity are applied as ideals that direct curricular decisions, regardless of the racial, ethnic, or socioeconomic backgrounds of the students who inhabit the classroom space--and to what can result from considering these ideals not specifically or primarily for the benefit of certain groups, but rather to inform goals and decisions that impact the education and experience of all students. The author wants to focus attention on the role of music teacher education programs in educating future teachers who are motivated and equipped to teach in a manner appropriate to and consonant with the ideals implicit in the constructs of social justice and equity as they apply to curricular content, regardless of their backgrounds or the backgrounds of the students they teach. (Contains 8 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; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A