Description

Focusing on democracy as a vital dimension in teaching music, this book visits music as democratic practice in both public schooling and in teacher education. Essays include the teaching of the arts as a response to democratic participation; diversity in music classes including issues such as race, gender, sexual orientation, socioeconomic status, and special needs; teaching as praxis within a democratic context; and music teaching as a form of social justice. Engaging with current scholarship in both local and global contexts, the book probes the philosophical nature of music and democracy and presents ways of democratizing music curriculum and human interactions within the classroom.

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