Affiliation:
1. Independent scholar
2. Music Education, Michigan State University
3. Music Education, Boston University
Abstract
Abstract
Music has played a key role in social activism and resistance to oppressive structures and regimes (Hess, 2019). Music education presents an opportunity to create spaces in which student voices are valued. Anti-racist music education disrupts supremacist narratives and traditions, recognizes the various contributions that students bring, and de-centers the teacher as “expert,” thereby affording the teacher space to continue to learn and grow along with other music learners—similar to the notion of “caring with” in compassionate music teaching (Hendricks, 2018, 2021). This chapter describes anti-racist arts integration programming at New Bridges Elementary, New York City, in which students respond to the Black Lives Matter movement and where Black, Brown, Latinx, and immigrant student voices are affirmed.
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