"Difference and Division in Music Education enriches existing discourses by addressing the complex power-relations that frame both governance and agency at the policy, institutional and interpersonal levels. This edited volume of ten contributed essays approaches 'hate' not as a monstrous aberration but as a product of late modernity. Although hate is by no means a new concern for policymakers, educators or musicians, it is one to which we cannot afford complacency: the contemporary international climateof fast communications, divisive politics and intensified encounters with difference has framed expressions of hate as a rising social problem. In music education, recent scholarship implores academics and educators to attend not only to the historical, cultural and political means by which hate manifests, but to take action. This is not just a matter of choosing good-particularly between conflicting onto-epistemological and ethical perspectives-but rather an appeal to consider who constructs cultural norms and values. In what ways do our interactions with others shape and seduce our understandings of how ignorance and fear lead to hate? Difference and Division in Music Education welcomes a variety of perspectives that critically attend to the concept ofhate and how it manifests in music teaching and learning contexts, without advocating for any particular political or musical agenda"--
Difference and Division in Music Education enriches existing diversity and social justice discourses by considering the responsibility of music education to respond to rising social discord and tensions. Although hate is by no means a new concern for policymakers, educators, or musicians, the climate of fast communications, divisive politics, and intensified encounters with difference has framed expressions of hate as a rising social problem to which we cannot afford complacency. This edited volume of ten contributed essays approaches hate not as a monstrous aberration, but as a product of late modernity entangled within the complex power-relations that frame both governance and agency at the policy, institutional, and interpersonal levels.
Schools, universities, and community organisations have been positioned on the front lines of addressing hate and cultivating a healthy society. In recognising that music education is always both inclusive and exclusive, this volume interrogates the social norms and values that comprise the common good and simultaneously cast certain musics, expressions, individuals, or social groups as different, divisive, hateful, or hated. Difference and Division in Music Education highlights the ethical and political dimensions of teaching and learning music across a number of geographical, cultural, and educational contexts and through a rich variety of perspectives.
