Book chapter
Music-Making in Prisons and Schools: Dismantling Carceral Logics
The Oxford Handbook of Care in Music Education, pp.517-C43P92
Oxford Handbooks, Oxford University Press
09/25/2023
DOI: 10.1093/oxfordhb/9780197611654.013.46
Abstract
Performative art-making programs have the potential to counter the punitive structures of carceral systems. This chapter presents a three-part case study of music-making in a prison, using Frank Rogers’s framework of compassion-based activism to describe the experiences in this program. In particular, it explores self-compassion as a type of compassion that is essential to the abolition of oppressive structures because it builds resilient interior strength and freedom. It argues that musical learning settings can be opportune environments for cultivating compassion for oneself and others. In discussing pedagogical practices that foster compassion-based activism, it challenges readers to think about oppressive systems that might block self-compassion and relationship-building among students and teachers in music classrooms.
Details
- Title: Subtitle
- Music-Making in Prisons and Schools: Dismantling Carceral Logics
- Creators
- Rebecca D SwansonMary L Cohen - University of Iowa
- Contributors
- Karin S Hendricks (Editor) - Boston University
- Resource Type
- Book chapter
- Publication Details
- The Oxford Handbook of Care in Music Education, pp.517-C43P92
- Publisher
- Oxford University Press; New York, NY
- Series
- Oxford Handbooks
- DOI
- 10.1093/oxfordhb/9780197611654.013.46
- Language
- English
- Date published
- 09/25/2023
- Academic Unit
- School of Music; Teaching and Learning
- Record Identifier
- 9984465458202771
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