Music for Inclusion and Healing in Schools and Beyond: Hip Hop, Techno, Grime, and More

TY - BOOK

T1 - Music for Inclusion and Healing in Schools and Beyond

T2 - Hip Hop, Techno, Grime, and More

A2 - Dale, Pete

A2 - Burnard, Pamela

A2 - Travis, Raphael

PY - 2022/10/9

Y1 - 2022/10/9

N2 - In most schools, contemporary urban musics (by which we mean hip hop, EDM, grime, drill, house and so on) is barely covered in the music classroom. In wider society, these musics are often treated as if they are the causative for the social dysfunction that, in fact, they merely reflect. At the same time, however, projects, programmes and practices that utilize contemporary urban musics of various kinds and in various ways have shown that there is huge potential here for enhanced inclusion. This book gives voice to research, programmes and practices from the UK, USA, Ireland, Sweden, Finland. We are not claiming international representation or generalizability. What this book uniquely argues is that being creative educators, practitioners, researchers and therapists in the 21st is inspiring but increasingly complex. The rethinking and repositioning of contemporary urban musics questions what matters and what counts as knowing; and, in so doing, provides a rethinking of inclusive participation. The contributing authors in this book trouble the role of too-narrowly-defined music in education and argue for the urgency of inclusion of contemporary urban musics through the interconnectedness of education, therapy and evaluation.What, though, is the wider impact of the practices spotlighted in this book? What real difference do these projects make? What changes and why? How do we measure the impact, particularly when researchers, artists and educators become highly invested (and entangled) with the materiality of their practice in ways that can make constrain rather than enable a critical engagement with the structures of policy and curriculum with which they are expected to work and which they in turn shape? How do we evaluate a practice from a programme? When do evidence-based and professional practices transgress the spaces between education, community, industry and the academy? What does ‘inclusion’ look like? These diverse musics have been pushed to the cultural, social and educational margins and yet, in reality, they constitute the most popular musics in the world today. What happens when these musics, and the creativities around them, get recognized? These questions are at the core of this ground-breaking collection. It is the first book to bring together the diverse range of research on contemporary urban musics in relation to education, therapy and more and will be of special interest to pre-service music educators and community music practitioners. Music for Inclusion and Healing in Schools and Beyond foregrounds the huge contribution that these musics can and have made to wellbeing, healing, social justice and inclusion in educational and extra-scholastic contexts.

AB - In most schools, contemporary urban musics (by which we mean hip hop, EDM, grime, drill, house and so on) is barely covered in the music classroom. In wider society, these musics are often treated as if they are the causative for the social dysfunction that, in fact, they merely reflect. At the same time, however, projects, programmes and practices that utilize contemporary urban musics of various kinds and in various ways have shown that there is huge potential here for enhanced inclusion. This book gives voice to research, programmes and practices from the UK, USA, Ireland, Sweden, Finland. We are not claiming international representation or generalizability. What this book uniquely argues is that being creative educators, practitioners, researchers and therapists in the 21st is inspiring but increasingly complex. The rethinking and repositioning of contemporary urban musics questions what matters and what counts as knowing; and, in so doing, provides a rethinking of inclusive participation. The contributing authors in this book trouble the role of too-narrowly-defined music in education and argue for the urgency of inclusion of contemporary urban musics through the interconnectedness of education, therapy and evaluation.What, though, is the wider impact of the practices spotlighted in this book? What real difference do these projects make? What changes and why? How do we measure the impact, particularly when researchers, artists and educators become highly invested (and entangled) with the materiality of their practice in ways that can make constrain rather than enable a critical engagement with the structures of policy and curriculum with which they are expected to work and which they in turn shape? How do we evaluate a practice from a programme? When do evidence-based and professional practices transgress the spaces between education, community, industry and the academy? What does ‘inclusion’ look like? These diverse musics have been pushed to the cultural, social and educational margins and yet, in reality, they constitute the most popular musics in the world today. What happens when these musics, and the creativities around them, get recognized? These questions are at the core of this ground-breaking collection. It is the first book to bring together the diverse range of research on contemporary urban musics in relation to education, therapy and more and will be of special interest to pre-service music educators and community music practitioners. Music for Inclusion and Healing in Schools and Beyond foregrounds the huge contribution that these musics can and have made to wellbeing, healing, social justice and inclusion in educational and extra-scholastic contexts.

M3 - Anthology

BT - Music for Inclusion and Healing in Schools and Beyond

PB - Oxford University Press

ER -