In June 2015, the British government presented ‘the social justice case for an academic curriculum’ as the justification for recent radical changes to educational policy. However, this justification failed to account for both the key changes in the newly-revised National Curriculum for Music and the place of music in the National Curriculum as a whole.Through a critical evaluation of the National Curriculum for Music, this study will propose how the place of music could successfully be justified within an education system wholly committed to ‘social justice’. Using the ‘habit concept’ of classical philosophical pragmatism, it will assess how and why music's educational value should be understood not through its ‘academic rigour’ but through its distinctive, inherently destabilising nature.

中文翻译：

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在国家课程中为音乐辩护：习惯概念与社会正义和学术严谨性的问题

2015 年 6 月，英国政府提出了“学术课程的社会正义案例”，作为最近对教育政策进行彻底改变的理由。然而，这一理由未能说明新修订的国家音乐课程的关键变化以及音乐在整个国家课程中的地位。通过对国家音乐课程的批判性评估，本研究将提出如何在一个完全致力于“社会正义”的教育系统中，音乐的地位可以成功地得到证明。使用古典哲学实用主义的“习惯概念”，它将评估如何以及为什么不应该通过其“学术严谨性”而是通过其独特的、固有的不稳定性质来理解音乐的教育价值。