Finding Voice amid Divisive Concepts Laws.
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| Title: | Finding Voice amid Divisive Concepts Laws. |
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| Authors: | Richerme, Lauren Kapalka lkricher@iu.edu |
| Source: | Music Educators Journal. Sep2025, Vol. 112 Issue 1, p18-23. 6p. |
| Subject Terms: | *Music education, Racism, Sexism, Practical politics |
| Abstract: | Since January 2021, forty-four states have introduced or passed restrictions on how K–12 educators discuss racism, sexism, and other concepts some deem divisive. Given that music educators must abide by existing legislation, the purpose of this article is to consider what equity-centered endeavors these laws and policies might enable. I begin by providing a brief overview of key points from these laws. Subsequently, I consider the importance of context, including to what extent school leaders and local communities support teachers. Next, I offer three equity-focused music education practices: centering the voices of those marginalized through divisive concepts laws, providing students with facts about material inequities, and facilitating the collaborative addressing of the questions, "What is our problem?" and "What should we do?" For each equity-focused practice, I consider a range of actions music educators might take depending on whether they work in a largely supportive or unsupportive context. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Since January 2021, forty-four states have introduced or passed restrictions on how K–12 educators discuss racism, sexism, and other concepts some deem divisive. Given that music educators must abide by existing legislation, the purpose of this article is to consider what equity-centered endeavors these laws and policies might enable. I begin by providing a brief overview of key points from these laws. Subsequently, I consider the importance of context, including to what extent school leaders and local communities support teachers. Next, I offer three equity-focused music education practices: centering the voices of those marginalized through divisive concepts laws, providing students with facts about material inequities, and facilitating the collaborative addressing of the questions, "What is our problem?" and "What should we do?" For each equity-focused practice, I consider a range of actions music educators might take depending on whether they work in a largely supportive or unsupportive context. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00274321 |
| DOI: | 10.1177/00274321251351332 |
