Although music educators have asserted the importance of naming systemic inequities, the mechanisms through which practices within music classrooms, such as community formation, may directly challenge the systemic inequities beyond them remain undertheorized. The purpose of this philosophical inquiry is to investigate the nature of equity and to consider which music education practices might best support more equitable societal relations. Explaining the problems of paternalistically imposing one’s vision of equity on others, I offer that by functioning in “relations of equality,” members of society might collaboratively name and challenge contemporary inequities. In considering how music educators might best foster the skills and dispositions needed for lifelong relations of equality, I posit the possibilities of communicative cultural capital, which involves community members interacting effectively across cultural differences, and academic skills cultural capital. When music educators assume that students will develop academic skills through music making, rather than emphasize how to develop such skills, they may end up benefiting students who learn those dispositions in privileged home environments. I also consider how identifying as part of a musical community can motivate individuals to challenge inequities throughout their lives. Equity is not a stable end but a relational value.

尽管音乐教育者断言了命名系统性不平等的重要性，但是音乐教室内的实践（例如社区形成）通过其直接挑战超出其范围的系统性不平等的机制仍未得到理论化。这一哲学探究的目的是研究公平的本质，并考虑哪种音乐教育实践可能最能支持更公平的社会关系。在解释家长式地将一个人的平等观念强加于他人的问题时，我提出，通过在“平等关系”中发挥作用，社会成员可以共同命名和挑战当代不平等现象。在考虑音乐教育者如何最好地培养终身平等关系所需的技能和性格时，我提出了传播性文化资本的可能性，其中涉及社区成员跨文化差异和学术技能文化资本的有效互动。当音乐教育者认为学生将通过音乐创作来发展学术技能，而不是强调如何发展这种技能时，他们可能最终使在特权家庭环境中学习这些习惯的学生受益。我还考虑作为音乐社区的一部分进行身份识别如何激发个人一生挑战不平等的机会。公平不是一个稳定的目标，而是一种关系价值。他们可能最终使在特权家庭环境中学习这些习惯的学生受益。我还考虑作为音乐社区的一部分进行身份识别如何激发个人一生挑战不平等的机会。公平不是一个稳定的目标，而是一种关系价值。他们可能最终使在特权家庭环境中学习这些习惯的学生受益。我还考虑作为音乐社区的一部分进行身份识别如何激发个人一生挑战不平等的机会。公平不是一个稳定的目标，而是一种关系价值。