Intersecting Social Justices and Music Education

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dc.contributor.authorJorgensen, Estelle
dc.date.accessioned2021-11-08T22:18:08Z
dc.date.available2021-11-08T22:18:08Z
dc.date.issued2016
dc.description.abstractIn this chapter, responses to three interrelated questions are sketched: Why should music educators be interested in justice? What is meant by the term 'social justice' and what are the sorts of social justice? How should music educators act on behalf of justice? The case is made for a multifaceted view of justice broadly construed. Aspects of distributive justice, communitarian justice, commutative justice, contributive justice, procedural justice, retributive justice, restorative justice, poetic justice, instrumental justice, legal justice, divine justice, and justice viewed through natural law are applied to notions of social justice from the perspective of education and music education. Several practical steps in working against injustice and toward justice in and on behalf of music education are offered.
dc.identifier.citationIntersecting social justices and music education. In The Oxford Handbook of Social Justice and Music Education edited by Cathy Benedict, Patrick Schmidt, Gary Spruce, and Paul Woodford (New York, NY: Oxford University Press, 2015), 7-28.
dc.identifier.doihttps://doi.org/10.1093/oxfordhb/9780199356157.013.3
dc.identifier.urihttps://hdl.handle.net/2022/26934
dc.publisherOxford University Press
dc.relation.isversionofhttps://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199356157.001.0001/oxfordhb-9780199356157-e-3
dc.subjectjustice
dc.subjectdistributive
dc.subjectcommunitarian
dc.subjectcommutative
dc.subjectcontributive
dc.subjectprocedural
dc.subjectretributive
dc.subjectrestorative
dc.subjectpoetic
dc.subjectinstrumental
dc.titleIntersecting Social Justices and Music Education
dc.typeArticle

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