Sociological Thinking in Music Education

Carol Frierson-Campbell coordinates the music education program at William Paterson University, where she teaches instrumental music pedagogy and research. Her scholarly interests include music education in marginalized communities, instrumental music education, and research pedagogy. Previous projects include the co-authored textbook Inquiry in Music Education: Concepts and Methods for the Beginning Researcher (with Hildegard Froehlich), the edited 2-volume Teaching Music in the Urban Classroom, and articles in Action, Criticism, and Theory for Music Education, Music Education Research and Arts Education Policy Review. During the 2015-2016 school year she served as Scholar in Residence at the Edward Said National Conservatory of Music in the occupied Palestinian Territories. Dr. F-C (as her students know her) also directs the WPU Music Fellows in partnership with the Paterson Music Project, providing music enrichment for children in Paterson, New Jersey. Clare Hallis Lecturer in Performing Arts, Monash University, Australia. Her research, educational and artistic practice coalesces around music, sound and performance to promote creative arts engagements across the lifespan. Her interdisciplinary scholarship bridges boundaries between the arts, education, and sociology, with her key contribution to date in music and masculinity. Her wider research agenda works to understand how the interplay of gender, class, ethnicity, race and generational differences influences arts teaching and learning as the means to produce more inclusive, diverse and sustainable cultural participation. She has served as Co-convenor of the International Symposium on the Sociology of Music Education 2016-2019 and her most recent book Masculinity, Class and Music Education was published in 2018. Sean Robert Powell is Associate Professor and Chair of Music Education at the University of North Texas where he teaches graduate courses in sociology, philosophy, qualitativeresearch, and music teacher education. Dr. Powell is a member of the Editorial Review Boards of the Journal of Research in Music Education, Journal of Music Teacher Education, and Action, Criticism, and Theory for Music Education. He also serves as the Chair-Elect of the Society for Music Teacher Education. His work has been published widely in the top journal in the field, and he has presented research, workshops, and guest lectures at national and international venues. Dr. Powell has contributed chapters to the Oxford Handbook of Music Teacher Education in the United States and Narratives and Reflections in Music Education: Listening to Voices Seldom Heard.Guillermo Rosabal-Coto is a Professor of Music Education at Universidad de Costa Rica. He also holds teaching/research positions at the Graduate Music Program at Universidade do Estado de Santa Catarina (Brazil) and the Latin American Studies Program at the University of Toronto (Canada). He has guest edited specialjournal issues on music education and decolonization for ISME's Revista Internacional de Educación Musical (RIEM) and Action, Criticism and Theory in Music Education (ACT). He is currently Director of Editorial Universidad de Costa Rica.

Just looking through the extraordinarily diverse bibliography made me want to delve straight inside this book! Sure enough, it contains an exhilarating collection of perspectives and insights pertaining to many parts of the world and many aspects of the sociology of music education. Highly recommended for both seasoned scholars and those new to the field.

• ForewordHildegard C. Froehlich Acknowledgements Chapter 1: IntroductionCarol Frierson-Campbell, Clare Hall, Sean Robert Powell, and Guillermo Rosabal-Coto Chapter 2: Strong Voices for Sociology in Music Education in Mid and Late Twentieth-Century America: A Milestone in the MakingMarie McCarthy Intersection One: Sociological Thinking about Music Education in Community Settings Chapter 3: Learning from Sociology? Revisiting the Notion of Community in Music EducationAlexandra Kertz-Welzel Chapter 4: Music, Everyday Life, and Music Education: Dimensions of a Local Musical Field in BrazilJusamara Souza Chapter 5: Singing the Revo: Memories of Music-in-Revolution and Music-as-Revolution in Grenada, West IndiesDanielle Sirek Chapter 6: Toward 'Little Victories' in Music Education: Troubling Ableism through Signed-singing and d/Deaf MusickingWarren Churchill and Clare Hall Intersection Two: Sociological Thinking about Music Education in School Settings Chapter 7: Placing the Music Teacher in an Era of Reform: Synthesizing Research on Music Teacher Networks and IsolationRyan Shaw Chapter 8: "A Perfect Mix?" Navigating Choice and Scarcity in a New York City Music ProgramFrank Martignetti Chapter 9: Marching on an Uneven Field: A Bourdieusian Analysis of Competitive High School Marching Band in the U.S.Jordan Stern Chapter 10: Facing Both Ways: Knowers, Knowledge and Bernstein's Pedagogic Rights in Music EducationMandy Carver Chapter 11: A Sociological Travelogue of Music Education in PalestineCarol Frierson-Campbell Intersection Three: Sociological Thinking about Issues of Colonization in Music Education Chapter 12: Towards a Decolonial Sociology for Music LearnersGuillermo Rosabal-Coto Chapter 13: An Eco-Political View of the Venezuelan CuatroAttilio Lafontant and Guillermo Rosabal-Coto Chapter 14: Making the Shift: Music Education Research as (Antiracist) Racial ProjectsSamuel Escalante Chapter 15: Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and PracticeAnita Prest and J. Scott Goble AfterwordRuth Wright Bibliography Index