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Why teach music? Who deserves a music education? Can making and
learning about music contribute to the common good? In Humane Music
Education for the Common Good, scholars and educators from around
the world offer unique responses to the recent UNESCO report titled
Rethinking Education: Toward the Common Good. This report suggests
how, through purpose, policy, and pedagogy, education can and must
respond to the challenges of our day in ways that respect and
nurture all members of the human family. The contributors to this
volume use this report as a framework to explore the implications
and complexities that it raises. The book begins with analytical
reflections on the report and then explores pedagogical case
studies and practical models of music education that address social
justice, inclusion, individual nurturance, and active involvement
in the greater public welfare. The collection concludes by looking
to the future, asking what more should be considered, and exploring
how these ideals can be even more fully realized. The contributors
to this volume boldly expand the boundaries of the UNESCO report to
reveal new ways to think about, be invested in, and use music
education as a center for social change both today and going
forward.
Why teach music? Who deserves a music education? Can making and
learning about music contribute to the common good? In Humane Music
Education for the Common Good, scholars and educators from around
the world offer unique responses to the recent UNESCO report titled
Rethinking Education: Toward the Common Good. This report suggests
how, through purpose, policy, and pedagogy, education can and must
respond to the challenges of our day in ways that respect and
nurture all members of the human family. The contributors to this
volume use this report as a framework to explore the implications
and complexities that it raises. The book begins with analytical
reflections on the report and then explores pedagogical case
studies and practical models of music education that address social
justice, inclusion, individual nurturance, and active involvement
in the greater public welfare. The collection concludes by looking
to the future, asking what more should be considered, and exploring
how these ideals can be even more fully realized. The contributors
to this volume boldly expand the boundaries of the UNESCO report to
reveal new ways to think about, be invested in, and use music
education as a center for social change both today and going
forward.
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