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Judy Lewis & Catharina Christophersen. (2021) Frontiers of difference: a duo-ethnographic study of social justice in music education. Music Education Research 23:1, pages 90-104.
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Colleen M. Conway & Sarah M. Hodgman. (2020) Undergraduate music student perspectives on the music school as a space for the development of allyhood. Music Education Research 22:2, pages 173-184.
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Catherine Grant. (2019) What does it mean for a musician to be socially engaged? How undergraduate music students perceive their possible social roles as musicians. Music Education Research 21:4, pages 387-398.
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Alexander Hew Dale Crooke. (2019) Appropriating school music for economic goals: Exploring evidence of neo-social ideology in music advocacy. Arts Education Policy Review 120:1, pages 19-32.
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Articles from other publishers (5)
Tuula Jääskeläinen. (2022) Music students’ workload, stress, and coping in higher education: Evidence-based policymaking. Frontiers in Psychology 13.
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Colleen B. Maybin. (2019) Disrupting the status quo: Educating pre-service music teachers through culturally relevant pedagogy. Journal of Popular Music Education 3:3, pages 469-485.
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Carmen Ramirez-Hurtado. (2017) Aportaciones de la educación musical a la educación para la paz: buscando la "transverdad" en la era de la "posverdad". Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 14, pages 129-151.
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Kevin Shorner-Johnson. (2016) Visible, legitimate, and beautiful justice: A case study of music education formalization within a Haitian NGO. International Journal of Music Education 35:3, pages 391-402.
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Dale. (2012) Derridean Justice and the DJ: A Classroom Impossibility?. Philosophy of Music Education Review 20:2, pages 135.
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