This theoretical inquiry approaches the challenge of reflexivity in the music education profession from the perspective of a collective and social understanding of memory. While memory is typically understood as being an individualistic, psychological, and cognitive phenomenon, in this paper we argue that the perspectives of collective and social…

Contemporary music education leaders suggest ambiguous definitions of "diversity," often assuming it both unquestionably good and compatible with equity. The purpose of this inquiry is to explore the assumptions underlying such discourse. First, I use the legal history of diversity in education to examine the American National…