Social Justice Pirates Mac OS

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US education is situated not only in the midst of the novel coronavirus pandemic but also in longstanding “pandemics” of oppression, including but not limited to systemic racism. In this paper, the authors critique the oppressive aspects of traditional SEL and introduce the concept of Social Emotional Learning for Social Emotional Justice (SEL-SEJ). Snow Leopard Mac OS X 10.6.8 Mac OS X 10.6.8 Snow Leopard is an upgrade to the previous version of OS X Leopard. This update does not have stacks of new features, rather overall improvements and efficiency upgrades.

Abstract

The purpose of this paper is two-fold: first, to examine the impact of historical socio-political events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of social justice are inextricably woven into the fabric of post-9/11 U.S. education, as evidenced through reform efforts aimed at job-related skill sets, standardized testing, national standards, and economic gridlock resulting in the diminished access or elimination of the arts in the public schools, including music. Traditionally music educators have attempted to remain politically neutral in an attempt to prevent marginalization, yet music education has played a significant role in enforcing cultural identities, validating specific Western musics, and maintaining exclusionary and unequal power relationships. An examination of the historical and sociopolitical context of current music education in light of 9/11 and educational reforms considers how research can move to support issues of social justice. Current research is synthesized to present future research areas of concern for American music education, including broad emergent themes of preparing democratic spaces, teacher education and social justice goals, and the musical voices of students.

Recommended Citation

Wagoner, Cynthia L. (2015) 'Social Justice Issues and Music Education in the Post 9/11 United States,' Research & Issues in Music Education: Vol. 12 : No. 1 , Article 3.
Available at: https://commons.lib.jmu.edu/rime/vol12/iss1/3

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Art Education Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Music Education Commons

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Electronic Theses and Dissertations

Second Committee Member or Secondary Advisor

Thomas Winter

Third Committee Member or Committee Reader

Kirk Foster

Abstract

In this thesis I argue that the obligation to love based on the Christian tradition requires Christians to disperse their resources in a way that significantly evens out wealth distribution and increases social justice. Christians disagree on the terminology and some tenets of the goal of the Christian life (e.g., deification, beatific vision, communion with God, salvation). However, the requirement to practice love is common to all of these concepts, thus making love normative for Christians. I argue that when love takes such a prominent role in one’s life, then it naturally influences how one manages one’s resources. If love affects how one handles one’s resources, then an outgrowth of love is more balanced distribution of wealth and increased social justice.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation