Equity via relations of equality: Bridging the classroom-society divide

Richerme, Lauren Kapalka

doi:10.1177/02557614211005899

Cited by 4 publications

(3 citation statements)

References 21 publications

(49 reference statements)

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“…La baja representación de la diversidad social en la educación musical especializada es una de las cuestiones tratadas en relación con las formas de enseñanza y aprendizaje (Richerme, 2021), las músicas escolarizadas (Bates, 2017) y las políticas de educación artística (Bates, 2021) así como la baja representación de docentes con bagajes sociales diversos (Hess, 2017).…”

Section: Equidadunclassified

Music in the European Higher Education Area. Inequalities with respect to the university system and the urgency of a solution

Comas¹,

Cervera

2023

Rev Elec LEEME

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La ubicación de los centros de enseñanzas artísticas superiores (EAS) en el Espacio Europeo de Educación Superior (EEES) está todavía por completar más de diez años después de su implantación. La literatura académica y las personas responsables de la gestión coinciden en que la legislación española vigente impide desarrollar tres aspectos esenciales: la autonomía institucional, el desarrollo de la investigación y la equiparación de los derechos del alumnado y el profesorado a los del resto de la comunidad universitaria. Este artículo presenta una reflexión documentada sobre la situación actual de los centros EAS de música, aporta nuevos datos que permitirán desarrollar políticas coherentes en función de las necesidades del sistema formativo y concluye que los centros de EAS, en general, están preparados para abordar estos retos. Para realizar la propuesta hemos tenido como referencia a distintos centros europeos que presentan modelos de éxito de EAS.

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Section: Equidadunclassified

Music in the European Higher Education Area. Inequalities with respect to the university system and the urgency of a solution

Comas¹,

Cervera

2023

Rev Elec LEEME

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“…Since equity is not an easily defined term, considerations about the mechanisms that might produce equity and who benefits from them should remain central in any discussion of educational equity (Richerme, 2021). While inequity can take many forms, given that neoliberalism is first and foremost an economic agenda, I focus this section on inequities related to socioeconomic class.…”

Section: O U N T E R I N G N E O L I B E R a L I S M : H O W M I G H ...mentioning

confidence: 99%

The Hidden Neoliberalism of CASEL's Social Emotional Learning Framework: Concerns for Equity

Richerme

2022

Bulletin of the Council for Research in Music Education

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Social emotional learning (SEL) initiatives play an increasingly important role in American prekindergarten through 12th-grade education. Given the focus on equity by both SEL leaders and the music education community, it is important to examine how SEL initiatives might promote or inhibit equity. The purpose of this philosophical inquiry is to consider the relationship between the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL Framework and equity through the lens of neoliberalism. After examining how neoliberal practices contribute to economic and social inequities, I demonstrate three areas of alignment between CASEL's SEL Framework and neoliberalism. First, proponents of CASEL's SEL Framework and neoliberalism conceive of individuals as separate, responsible beings who can independently control their own economic and life destinies; they understand failure as a personal, rather than societal, problem. Second, neoliberalism demands ongoing self-surveillance in order to create more productive workers, and SEL initiatives extend existing surveillance techniques within schools to the affective realm, including through both student self-surveillance and teacher surveillance of students’ emotions. Third, both emphasize traditional morals, including those related to discipline and delayed gratification. The extensive alignment between neoliberal ideals and the CASEL SEL Framework suggests that such policies often work in tension with equity initiatives. Yet, given that students marginalized because of their race, class, gender identity, or other qualities often endure more emotional trauma than other student populations, the absence of attention to students’ emotional well-being may further existing inequities. I conclude by offering a reimagining of SEL policy initiatives that focuses on four guiding questions.

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“…Our responsibility as music educators is to answer the question, 'How much weight does our work carry?'" In addition to strong professionalism, music educators need philosophy, to illustrate the deepest values of the field, i.e., we need to have a system of guiding concepts or guiding principles about the nature and value of music lessons [4].…”

Section: Introductionmentioning

confidence: 99%

A Philosophical Inquiry into Practical Music Education in the Digital Age

Qiu

2024

Applied Mathematics and Nonlinear Sciences

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Starting from the perspectives of constructivist philosophy and process philosophy, this paper uses descriptive analysis to explore the philosophy concept of practical music education, and concludes that practical music philosophy is the result of the comprehensive effect of many factors in music education. On the basis of the philosophy concept of music education, combining the characteristic parameters and objective function and similarity algorithm to construct a practical music education philosophy resource recommendation model to realize the construction of practical music education philosophy in colleges and universities, and adopting the method of statistical analysis to research and analyze the practical music education philosophy in the digital era. The results show that the score of instrumental performance students (4.0431) is significantly lower than that of students of other majors, and the difference is significant, with higher humanistic literacy in art and sports and a better foundation in cultural courses. The order of correlation between the scores of emotional identity dimension and the factors influencing the work of values cultivation in the philosophy of practical music education is, in descending order, the object of education (0.499), the subject of education (0.451), the mediator of education (0.476), and the ring of education (0.287), which indicates that the object of education (college students) is the most important factor influencing the work of values cultivation in the philosophy of practical music education. The purpose of this study is to examine the meaning and significance of practical music education philosophy, which is a significant source of inspiration for music education in China today.

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Equity via relations of equality: Bridging the classroom-society divide

Cited by 4 publications

References 21 publications

Music in the European Higher Education Area. Inequalities with respect to the university system and the urgency of a solution

Music in the European Higher Education Area. Inequalities with respect to the university system and the urgency of a solution

The Hidden Neoliberalism of CASEL's Social Emotional Learning Framework: Concerns for Equity

A Philosophical Inquiry into Practical Music Education in the Digital Age

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