Abstract
This review essay raises problematic issues for the sociology of music education, and music education more generally, in light of the publication of The Routledge Handbook to Sociology of Music Education (Wright et al. 2021). Debates are opened up about who and what music education is good for, as well as critiquing dominant “good news” discourses. In particular, I problematize the politics and performativity of citational practices that continue to reproduce White, heterosexual, male, and geographically limited scholarship. To conclude, a call is made to challenge and change the prevailing social inequalities within academic writing and assigned reading practices.
| Original language | English |
|---|---|
| Pages (from-to) | 100-111 |
| Number of pages | 12 |
| Journal | Action, Criticism, and Theory for Music Education |
| Volume | 22 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - May 2023 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 10 Reduced Inequalities
Keywords
- Citation
- music education
- social reproduction
- sociological discourse
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