Equity in Music Education: The Music We Speak: Language and Power in the Urban Music Classroom

Lewis, Judy

doi:10.1177/0027432118815153

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…This research significantly contributes to our understanding of the historical role of language in shaping social hierarchies and power relations. Lewis, J. (2019).…”

Section: Language and Powermentioning

confidence: 99%

The Language of Power: A Sociolinguistic Study of Social Status in little women by Greta Gerwig

Arifin

2023

EDUJ

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The purpose of this sociolinguistic research is to provide an in-depth analysis of language use as a reflection of power dynamics and social status in Greta Gerwig little Women (2019). This research uses a combination of film analysis and sociolinguistic theory to examine how language is used to communicate and influence power dynamics and social differences among the characters. Data was collected by closely observing the film, focusing on the language choices and communication strategies used by the characters. The analysis explores the complex nuances of language use in the context of social relations, examining differences in language use among different social groups, and the role of gender in shaping language patterns. The results highlight the interplay between language, power and social status in the story of the film "Little Women", providing valuable insights into the field of sociolinguistics and highlighting the importance of language in describing and challenging social dynamics. The analysis focuses on language use in the context of social relations, including language use by characters from different social groups and differences in language use between male and female characters. The research provides insights into the relationship between language, power, and social status in the context of film and makes a contribution to sociolinguistics.

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“…This research significantly contributes to our understanding of the historical role of language in shaping social hierarchies and power relations. Lewis, J. (2019).…”

Section: Language and Powermentioning

confidence: 99%

The Language of Power: A Sociolinguistic Study of Social Status in little women by Greta Gerwig

Arifin

2023

EDUJ

View full text Add to dashboard Cite

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“…Even as educators examine their own positions of power and privilege in the classroom, 9 we must also recognize that these efforts in "diversity work" 10 are often forms of unpaid labor that fall on the shoulders of educators who may also be marginalized by educational institutions and cultural norms. As educators intervene on the normative language of the classical tradition, 11 or look for alternatives to Eurocentric histories, 12 or strive to offer student-centered and co-created curricula, 13 what makes these critical interventions especially difficult is that they often still operate within and are constrained by normative curricular expectations. These expectations can often require teachers, implicitly or explicitly, to enforce particular sound-making practices, encourage Western "talent regimes" and performance ideals, 14 and take for granted the technical and aesthetic aims that privilege particular bodies and identities, ultimately recreating a process through which students may disqualify themselves, "choose" not to participate, or come to perceive themselves as not "good enough."…”

Section: Critical Engagementsmentioning

confidence: 99%

Sound Beginnings: Learning, Communicating, and Making Sense with Sound

Thumlert¹,

Harley²,

Nolan³

2020

Music Educators Journal

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The ongoing work by educators responding to calls for equity, diversity, and inclusion in music education shows the breadth of difficult work that has been accomplished as well as the challenging work that lies ahead. Our work explores efforts to rethink music education—for all—from the ground up, which requires disrupting many of the norms through which music education has been conventionally understood. In this article, we bring together lessons learned to offer five recommendations for music pedagogy and sound-based inquiry that support a more inclusive understanding of music—one that situates aural/sound/music learning experiences as actively critical and collaborative practices. We suggest that by developing a contextualized, community-based, learner-oriented model, we might be better equipped to create opportunities for all learners.

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The impact of systemic language in music therapy and western healthcare systems: A Canadian perspective

Clements-Cortés¹,

Yip²

2022

The Arts in Psychotherapy

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Equity in Music Education: The Music We Speak: Language and Power in the Urban Music Classroom

Abstract: Creating inclusivespaces begins with exploring our students' ways of knowing and doing music.

Cited by 6 publications

References 3 publications

The Language of Power: A Sociolinguistic Study of Social Status in little women by Greta Gerwig

The Language of Power: A Sociolinguistic Study of Social Status in little women by Greta Gerwig

Sound Beginnings: Learning, Communicating, and Making Sense with Sound

The impact of systemic language in music therapy and western healthcare systems: A Canadian perspective

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