- Jun 2021
"Many North American music education programs exclude in vast numbers students who do not embody Euroamerican ideals. One way to begin making music education programs more socially just is to make them more inclusive. For that to happen, we need to develop programs that actively take the standpoint of the least advantaged, and work toward a common good that seeks to undermine hierarchies of advantage and disadvantage. And that, inturn, requires the ability to discuss race directly and meaningfully. Such discussions afford valuable opportunities to confront and evaluate the practical consequences of our actions as music educators. It is only through such conversations, Connell argues, that we come to understand “the real relationships and processes that generate advantage and disadvantage”(p. 125). Unfortunately, these are also conversations many white educators find uncomfortable and prefer to avoid."
- As music educators we do our best to include cultures and introduce new ideas because of what is relevant at the time. Yet we don't go to the next level and dive into the importance of "why" and how we as citizens along with our students can get involved and take positive actions. This may be due to the lack of autonomy in the classroom and/or time to teach in general.