You Can Only Choose From the Things You Know”

Engaging With Students’ Dark and Politicized Funds of Knowledge in the Music Classroom

Datos Bibliográficos

ID9729010
AutoresKelly Bylica (0000-0001-5890-4676, Boston University, MA, USA, autor de correspondencia)
Año2023
Volumen55
Número5
Páginas617-640
Fecha de publicación2023-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245221087995
OpenAlexW4223590423
IdiomaEN
Citas recibidas4
Referencias citadas34

This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores how these projects served as catalysts for dialogue that challenged unidirectional understandings of knowledge, encouraged dispositional reflection, and amplified the need for dynamic pedagogical practices that seek to connect learning practice with in-the-world experiences

Aesthetics · Composition (language · Identity (music · Immigration · Music education · Pedagogy · Political science · Public relations · Sociology · Critical Race Theory in Education · Diverse Music Education Insights · Educational Environments and Student Outcomes · Psychology