Juliet Hess
Biographic Data
| ID | 9489201 |
|---|---|
| NAME | Juliet Hess |
| GIVEN NAMES | Juliet |
| FAMILY NAME | Hess |
| SIGNATURE | HESS J |
| AFFILIATIONS | Michigan State University East Lansing, MI |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Troubling Empathy in Music Education: Pathways and Pitfalls
Drawing from feminist traditions, this article is a dialogical inquiry between two authors who have written previously about the role of empathy in music education. Coming from differing vantage points (one psychological, one sociological), we address varying definitions, assumptions, potentials, and problems related to empathy and consider how empathy might be useful versus harmful within music education relationships. We use a relational approa…
The Dangers of Predictable Learning Variability: Challenging the Imagining of Disability in the Universal Design for Learning in Music Education
In this article, I offer a loving critique (Paris & Alim, 2014) of the Universal Design for Learning (UDL) that focuses explicitly on its call to employ predictable learning variability in pedagogical preparation (Glass et al., 2013). I argue that predictable learning variability calls upon teachers to imagine disability and point to specific phenomena that may well occupy educators’ imaginations in relation to disability. I first offer an introd…
Activist Music Teaching: A Way Forward or a New Autocracy
The push toward socially just music education begs the question of whether activist music teaching may foster a new autocracy.In this paper, I consider how Deleuzian lines of flight and the related concepts of nomadism, territorialization, deterritorialization, and reterritorialization trouble or extend activist music education.I further explore the question of how students might dissent and draw a "line of flight" from the activist authority of …
Sanism and Narrative Research: Making Room for Mad Stories
This article considers challenges and possibilities that narrative researchers in music education might encounter when attempting to recount stories of Madness. Narrative restorying often follows a three-dimensional space structure that includes the commonplaces of temporality, sociality, and place (Clandinin, 2016; Clandinin et al., 2016; Clandinin & Connelly, 2000). Mad stories, however, do not easily restory into this structure. I center my ow…
Cultural Competence or the Mapping of Racialized Space: Cartographies of Music Education
Cultural competence has received great attention in the education literature. In music education, cultural competence typically manifests as the practice of including multiple musics in the classroom and engaging in culturally responsive teaching. I argue that conceptually, these practices are cartographic. Including multiple musics and engaging in culturally responsive teaching involve mapping racialized space. This article first examines how cu…
Class, Control, and Classical Music , by Anna Bull
In Class, Control, and Classical Music, Anna Bull poses a key question to classical music stakeholders: “how are musical institutions, practices, and aesthetics shaped by wider conditions of economic inequality, and in what ways might music enable and entrench such inequalities or work against them?” (p. 1) Through ethnography and careful historical analysis, she interrogates youth classical music programs and explores how they participate in cla…
Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness
In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical…
Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness
In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical…
Activist Music Teaching: A Way Forward or a New Autocracy
The push toward socially just music education begs the question of whether activist music teaching may foster a new autocracy.In this paper, I consider how Deleuzian lines of flight and the related concepts of nomadism, territorialization, deterritorialization, and reterritorialization trouble or extend activist music education.I further explore the question of how students might dissent and draw a "line of flight" from the activist authority of …
Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness
In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical…
Cultural Competence or the Mapping of Racialized Space: Cartographies of Music Education
Cultural competence has received great attention in the education literature. In music education, cultural competence typically manifests as the practice of including multiple musics in the classroom and engaging in culturally responsive teaching. I argue that conceptually, these practices are cartographic. Including multiple musics and engaging in culturally responsive teaching involve mapping racialized space. This article first examines how cu…
Class, Control, and Classical Music , by Anna Bull
In Class, Control, and Classical Music, Anna Bull poses a key question to classical music stakeholders: “how are musical institutions, practices, and aesthetics shaped by wider conditions of economic inequality, and in what ways might music enable and entrench such inequalities or work against them?” (p. 1) Through ethnography and careful historical analysis, she interrogates youth classical music programs and explores how they participate in cla…
Sanism and Narrative Research: Making Room for Mad Stories
This article considers challenges and possibilities that narrative researchers in music education might encounter when attempting to recount stories of Madness. Narrative restorying often follows a three-dimensional space structure that includes the commonplaces of temporality, sociality, and place (Clandinin, 2016; Clandinin et al., 2016; Clandinin & Connelly, 2000). Mad stories, however, do not easily restory into this structure. I center my ow…
The Dangers of Predictable Learning Variability: Challenging the Imagining of Disability in the Universal Design for Learning in Music Education
In this article, I offer a loving critique (Paris & Alim, 2014) of the Universal Design for Learning (UDL) that focuses explicitly on its call to employ predictable learning variability in pedagogical preparation (Glass et al., 2013). I argue that predictable learning variability calls upon teachers to imagine disability and point to specific phenomena that may well occupy educators’ imaginations in relation to disability. I first offer an introd…
Activist Music Teaching: A Way Forward or a New Autocracy
The push toward socially just music education begs the question of whether activist music teaching may foster a new autocracy.In this paper, I consider how Deleuzian lines of flight and the related concepts of nomadism, territorialization, deterritorialization, and reterritorialization trouble or extend activist music education.I further explore the question of how students might dissent and draw a "line of flight" from the activist authority of …
Troubling Empathy in Music Education: Pathways and Pitfalls
Drawing from feminist traditions, this article is a dialogical inquiry between two authors who have written previously about the role of empathy in music education. Coming from differing vantage points (one psychological, one sociological), we address varying definitions, assumptions, potentials, and problems related to empathy and consider how empathy might be useful versus harmful within music education relationships. We use a relational approa…
Diverse Music Education Insights (6 works) · Sociology (6 works) · Art (4 works) · Psychology (4 works) · Aesthetics (3 works) · Music education (3 works) · Pedagogy (3 works) · Political science (3 works) · Social Psychology (3 works) · Law (2 works)