Wells, Rory (2021) Activist Music Education: Where is the Community? Transform.

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Abstract

Juliet Hess presents a framework for an activist music education for schools rooted in Freirean critical pedagogy1, which works towards social change. Hess draws on the work of activist-musicians to build this pedagogy. In many instances these musicians’ work aligns closely with community music; despite this, community music is not referenced in the text. Exploring this omission through; similarities between community music and the work of the activist musicians, differing definitions of community music, and issues with delivering activist education in school settings shows a need for further engagement with community music literature by some music educators wishing to radicalise their work. By noting this, a need is shown for more open and cooperative relations between music education for social justice and community music. Moving towards this more reciprocal and horizontal relationship could mitigate the danger of music education subsuming community music’s work and help to build better networks of solidarity and mutual aid between the fields.

Key Words: Activist Music Education, Activist-Musicians, Critical Pedagogy, Community Music

Item Type:	Article
Status:	Published
Subjects:	M Music and Books on Music > M Music
School/Department:	School of Humanities
URI:	https://ray.yorksj.ac.uk/id/eprint/5860

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