ABSTRACT

There has been a growing realisation in social justice literature that there are barriers to music teaching and learning, privileging certain musics and certain people. Recent writings suggest that practice-near perspectives may provide valuable insights into the particularities and complexities of social (in)justice within music education. Despite that, the use of action research and autoethnography in the field of music education has been slow to catch on. In this duoethnographic study, the authors explore the contextual and situated expressions of social justice in music education through their own practitioners’ stories. The authors suggest that listening to life stories of self and others can offer new textures of understanding regarding social justice and ourselves as its agents. As such, this study moves beyond a focus on what social justice look like and how it might be achieved to highlighting the experiences of social-justice practitioners as an essential way of knowing.

摘要

在社会正义文学中，人们越来越意识到，音乐教学和学习存在障碍，使某些音乐和某些人享有特权。最近的著作表明，实践主义观点可以为音乐教育中社会（正义）的特殊性和复杂性提供有价值的见解。尽管如此，在音乐教育领域中动作研究和自传民族志学的应用一直赶不上潮流。在这项民族志研究中，作者通过他们自己的从业者故事探索了音乐教育中社会正义的语境和情境表达。作者认为，聆听自我和他人的生活故事可以提供关于社会正义和我们自己作为推动者的理解的新结构。因此，知道的方式。