The power of discourse: reclaiming social justice from and for music education

Spruce, Gary

doi:10.1080/03004279.2017.1347127

Cited by 31 publications

(7 citation statements)

References 14 publications

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“…Gracias a El Sistema, ha habido un resurgimiento de narrativas de salvación a través de la música que se remontan quinientos años pero que han sido problematizadas por estudiosos de la educación musical (p. ej. Gould 2007;Vaugeois 2007;Spruce 2017). La propagación de una historia inflada sobre sus logros solo hace más difícil que Venezuela y otros contextos poscoloniales dejen atrás esas concepciones colonialistas de la educación musical.…”

Section: Sven Lindqvist Exterminate All the Brutesunclassified

Replanteando la acción social por la música: la búsqueda de la convivencia y la ciudadanía en la Red de Escuelas de Música de Medellín

Baker¹

2022

Preprint

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Section: Sven Lindqvist Exterminate All the Brutesunclassified

Replanteando la acción social por la música: la búsqueda de la convivencia y la ciudadanía en la Red de Escuelas de Música de Medellín

Baker¹

2022

Preprint

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“…Thanks to El Sistema, there has been a resurgence of five-hundred-year-old narratives of salvation through music that have been problematized by music education scholars (e.g. Gould 2007;Vaugeois 2007;Spruce 2017). The propagation of an inflated story of its achievements only makes it harder for Venezuela and other postcolonial contexts to put such colonialist conceptions of music education behind them.…”

Section: Possibilities Of Transformationmentioning

confidence: 99%

Rethinking Social Action through Music

Baker

2021

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I gratefully acknowledge support from the Arts and Humanities Research Council, whose Leadership Fellowship (grant reference AH/P011683/1) enabled the fieldwork; Royal Holloway University of London, which assisted throughout the process and provided research leave to allow the drafting of the book manuscript; and Agrigento, whose trustees were patient and understanding during the final stages of writing and publication, permitting me to finish the project calmly. The Music & Letters Trust and Royal Holloway generously contributed towards the publication costs, and the Red kindly provided some of the photos.My thanks to all at Open Book Publishers, particularly Alessandra Tosi, Lucy Barnes, Anna Gatti, and Luca Baffa. I am thrilled to have the opportunity to publish this book in open access so that it can be freely available to readers in Latin America and around the world. Fig. 1. Archive of Red de Escuelas de Música. CC BY. 1All translations by the author. 2The Spanish term convivencia has more positive connotations than the English "coexistence." It suggests more than just tolerating others. There are hints of the English "conviviality."Music education has historically had a tense relationship with social justice. On the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. Self-Critique, Change, and ConflictAfter I made a short reconnaissance trip to Medellín in 2016, the Red went through a change of leadership. When I arrived in 2017 to begin my fieldwork, the program had a new general director, and it was in a slightly tense state of transition and anticipation. At our first meeting, program leaders articulated a self-critique of the Red's history and a vision of change. It immediately became clear that there were interesting This continual dialogue led the Red to offer me a consultancy position in 2018 (one that I was unfortunately unable to take up for contractual reasons). I also dusted off my clarinet and joined in workshops for teachers and students, and I took part in professional development seminars for staff. In short, I became a participant observer. I interviewed the Red's first four general directors, in some cases more than once, and interacted extensively with the fifth, who was in charge during my fieldwork. I also had a conversation with the sixth, appointed in 2020, shortly before I finished this book. I carried out a large number of interviews with managers, staff, and students, but I also witnessed and took part in many discussions as I hung out with staff over lunch and in coffee breaks between meetings, and I had many informal, private conversations. Most interviews were undertaken under conditions o...

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“…Such curricular priorities reveal an institution's self-interest because the holistic development of students is overlooked, while preference is given instead to control mechanisms linked to efficiency. The existence of self-interest within the social state is a threat to social justice, since education policies tend to silence music education (Spruce 2017) and responsibility for music training is ceded to private cultural and arts institutions.…”

Section: An Overview Of Neoliberalism: Three Systemic Characteristicsmentioning

confidence: 99%

http://act.maydaygroup.org/volume-20-issue-3/insurrection-in-chile-the-effects-of-neoliberalism-from-a-music-education-perspective/

ANGEL-ALVARADO,

GÁRATE-GONZÁLEZ,

QUIROGA-FUENTES

2021

ACT

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The present article brings to light the effects of neoliberalism on the music education system in Chile, one example of such a system in Latin America. Relevant research literature is analyzed without the intention of achieving a theoretical universality regarding the effects of neoliberalism on music education. The article reveals that neoliberalism has negatively influenced Chilean music education in at least five areas: facilities and provisions, curricular conception and delivery, professionalism, social segregation justified on the basis of the constitutional right of academic freedom, and an individualistic mindset. It concludes with an argument asserting that Chile is in need of a new social paradigm because the identified neoliberal patterns were found to have extraordinarily negative effects not only in education, but in other public services. International implications are suggested.

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The power of discourse: reclaiming social justice from and for music education

Cited by 31 publications

References 14 publications

Replanteando la acción social por la música: la búsqueda de la convivencia y la ciudadanía en la Red de Escuelas de Música de Medellín

Replanteando la acción social por la música: la búsqueda de la convivencia y la ciudadanía en la Red de Escuelas de Música de Medellín

Rethinking Social Action through Music

http://act.maydaygroup.org/volume-20-issue-3/insurrection-in-chile-the-effects-of-neoliberalism-from-a-music-education-perspective/

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