Finding Voice amid Divisive Concepts Laws.
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| Title: | Finding Voice amid Divisive Concepts Laws. |
|---|---|
| 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] |
| Copyright of Music Educators Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188096410 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Finding Voice amid Divisive Concepts Laws. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Richerme%2C+Lauren+Kapalka%22">Richerme, Lauren Kapalka</searchLink><i> lkricher@iu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Music+Educators+Journal%22">Music Educators Journal</searchLink>. Sep2025, Vol. 112 Issue 1, p18-23. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Sexism%22">Sexism</searchLink><br /><searchLink fieldCode="DE" term="%22Practical+politics%22">Practical politics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Music Educators Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188096410 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00274321251351332 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 18 Subjects: – SubjectFull: Music education Type: general – SubjectFull: Racism Type: general – SubjectFull: Sexism Type: general – SubjectFull: Practical politics Type: general Titles: – TitleFull: Finding Voice amid Divisive Concepts Laws. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Richerme, Lauren Kapalka IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00274321 Numbering: – Type: volume Value: 112 – Type: issue Value: 1 Titles: – TitleFull: Music Educators Journal Type: main |
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