#4202. Equity via relations of equality: Bridging the classroom-society divide

September 2026publication date
Proposal available till 27-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Music;
Education;
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Abstract:
Although music educators have asserted the importance of naming systemic inequities, the mechanisms through which practices within music classrooms, such as community formation, may directly challenge the systemic inequities beyond them remain undertheorized. Explaining the problems of paternalistically imposing one’s vision of equity on others, I offer that by functioning in “relations of equality,” members of society might collaboratively name and challenge contemporary inequities. In considering how music educators might best foster the skills and dispositions needed for lifelong relations of equality, I posit the possibilities of communicative cultural capital, which involves community members interacting effectively across cultural differences, and academic skills cultural capital. I also consider how identifying as part of a musical community can motivate individuals to challenge inequities throughout their lives. Equity is not a stable end but a relational value.
Keywords:
Cultural capital; democracy; equality; equity; music education; philosophy

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