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Informal learning as a catalyst for social justice in music

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. Green open access

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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.

Type: Book chapter
Title: Informal learning as a catalyst for social justice in music
ISBN-13: 9780199356157
Open access status: An open access version is available from UCL Discovery
Publisher version: https://global.oup.com/academic/product/the-oxford...
Language: English
Additional information: pp. 302-317, The Oxford Handbook of Social Justice in Music Education, edited by Cathy Benedict, Patrick Schmidt, Gary Spruce, and Paul Woodford, 2015, reproduced by permission of Oxford University Press: https://global.oup.com/academic/product/the-oxford-handbook-of-social-justice-in-music-education-9780199356157?cc=gb&lang=en&#.
Keywords: informal learning, social justice, critical pedagogy, critical consciousness, musical meaning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1474541
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