Green, LC; Narita, F; (2015) Informal learning as a catalyst for social justice in music. In: Benedict, C and Schmidt, P and Spruce, G and Woodford, P, (eds.) Oxford Handbook of Music Education and Social Justice. (pp. 302-317). Oxford University Press: Oxford, UK.

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Abstract

This chapter considers social justice in relation to the incorporation of a set of informal learning practices within the secondary school music classroom and teacher education. We interpret Nancy Fraser’s view of social justice as “parity of participation” in order to suggest that the dialogical approach of informal music learning practices can potentially promote such participatory parity. We then examine Paulo Freire’s concept of critical pedagogy, which emphasizes the need for teachers and students to participate together in the learning process so as to enhance critical consciousness. Through an application of Green’s theory of musical meaning we suggest that critical consciousness in music can be aided through a deeper understanding of music’s sonic materials and their inter-relations. Informal learning in the music classroom may promote both parity of participation and critical consciousness, with the potential to lead to a liberating musical experience.

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