To what question(s) is music education advocacy the answer?

Abstract

Advocacy can be a useful tool. But like all tools it has its limitations and potential dangers, its proper and improper uses. Understanding the difference is critical. Advocacy and philosophy are very different processes, serving very divergent ends. Philosophy is suited poorly to advocacy’s political purposes, and advocacy arguments are seldom of much philosophical worth. Advocacy is conservative, a plea for support of the status quo. Philosophy has no such encumbrances, no preordained agenda. Viewed philosophically, musical engagements are not unconditionally good: they may harm as well as heal, subvert as well as advance the goals of education. The need for advocacy often stems from educational failings. Because there is no inherent linkage between musical involvements and educational outcomes, and because the validity of advocacy arguments always rests upon particular instructional practices, advocacy arguments should be undertaken judiciously, and locally by the professionals charged with delivering the goods.