Examining the profession through the lens of social justice: two music educators’ stories and their stark realizations

Abstract

How do issues of equity inform music teaching and learning? What does it mean to teach music through the lens of social justice with social consciousness? The two authors of this paper challenged each other to reflect on these questions and how they pertain, past and present, to their lives as performers, pedagogues, and researchers in various educational settings. In our examination, we explored evidence, if any, of social justice within spaces that typically define school-based music programs and classrooms, and Schools of Music practices.