Upping the "Anti-": The Value of an Anti-Racist Theoretical Framework in Music Education

Autor/in	Hess, Juliet
Titel	Upping the "Anti-": The Value of an Anti-Racist Theoretical Framework in Music Education
Quelle	In: Action, Criticism, and Theory for Music Education, 14 (2015) 1, S.66-92 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Education; Power Structure; Social Justice; Critical Theory; Social Theories; Case Studies; Elementary School Teachers; Music Teachers; Teaching Methods; Epistemology; Foreign Countries; Racial Bias; Social Bias; Minority Groups; Whites; Interviews; Observation; Coding; Teacher Attitudes; Teacher Behavior; Social Influences; Multicultural Education; Canada (Toronto) + Suchen Sie Ihr Suchwort? Musikerziehung; Soziale Gerechtigkeit; Kritische Theorie; Gesellschaftstheorie; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Ausland; Racial discrimination; Rassismus; Ethnische Minderheit; White; Weißer; Interviewing; Interviewtechnik; Beobachtung; Codierung; Programmierung; Lehrerverhalten; Teacher behaviour; Sozialer Einfluss; Multikulturelle Erziehung
Abstract	In a time that some have argued is "postracial" following the election and reelection of Barack Obama (see Wise 2010, for discussion), this paper argues that antiracism is a crucial theoretical framework for music education. I explore three areas of music education, in which such a framework can push toward change. The first area speaks directly to positionality and recognition of where students are situated in the matrix of domination (Collins 2000). Secondly, anti-racism encourages multicentricity and readily allows for multiple epistemologies or ways of knowing the world, in a manner quite contrary to a more ensemble-based paradigm. Finally, this critical theoretical orientation enables the pursuit of an equity agenda in the actual practice of teaching. In order to give practical context to these ideas, I draw on research from a multiple case study of four elementary music teachers in a large Canadian city. To varying extents, all four teachers employed an anti-racist orientation in their teaching. I use examples from three teachers in the field to illustrate how teachers used this orientation to implement differential recognition, encourage the use of multiple epistemologies, and pursue conversations about equity. (As Provided).
Anmerkungen	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: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01