Interrogating the Grammars of Institutions and Injustice

Autor/in	Bradley, Deborah
Titel	Interrogating the Grammars of Institutions and Injustice
Quelle	In: Action, Criticism, and Theory for Music Education, 16 (2017) 3, S.1-14 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Stellungnahme; Social Justice; Race; Critical Theory; Music; Music Education; Music Teachers; Foreign Countries; Canada (Toronto); Wisconsin (Madison) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rasse; Abstammung; Kritische Theorie; Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Ausland
Abstract	This editorial introduction to "Action, Criticism, and Theory for Music Education" "ACT" 16 (3) explores institutions as sites of paradox whose mission statements (or constitutions in the case of government) suggest concerns for diversity and inclusion but whose "grammars" (Bonilla-Silva 2011) frame thought and action in ways that may prevent the very work towards equity that the statements promote. The grammars of institutional injustice serve to frame the way we (as actors within institutional settings) view social phenomena, as well as the way we experience these phenomena, thus influencing the way we talk about, frame, and strive to resolve matters of injustice. (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