Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Music Education
Going For Broke: A Talk To Music Teachers, Juliet Hess, Brent C. Talbot
Going For Broke: A Talk To Music Teachers, Juliet Hess, Brent C. Talbot
Sunderman Conservatory of Music Faculty Publications
In 1963—a racially-charged time in the United States—James Baldwin delivered “A Talk to Teachers,” urging educators to engage youth in difficult conversations about current events. We concur with Giroux (2011, 2019) that political forces influence our educational spaces and that classrooms should not be viewed as apolitical, but instead seen as sites for engagement, where educators and artists alike can “go for broke.” Drawing upon A Tribe Called Quest’s 2017 Grammy performance of “We the People…” as an example of the role of the arts in troubled times, we consider ways to work alongside youth in schools to respond, consider, …
Superdiversity In Music Education, Brent C. Talbot
Superdiversity In Music Education, Brent C. Talbot
Sunderman Conservatory of Music Faculty Publications
Globalization has changed the social, cultural, and linguistic diversity in societies all over the world (Blommaert, J & Rampton, B. Diversities, 13(2), 1–22 (2011)). As new technologies have rapidly developed alongside increased forms of transnational flow, so have new forms of language, art, music, communication, and expression. This rapid and varied blending of cultures, ideas, and modes of communication is what Vertovec (2007) describes as super-diversity—diversity within diversity. In this narrative, I explore the theoretical and methodological pluralism that has aided my research in diverse settings, drawing from post-structuralism, critical theory, sociolinguistics, complexity theory, and discourse analysis—specifically Scollon and Scollon’s …