Document Type

Article

Publication Date

7-2019

Department 1

Education

Department 2

Conservatory of Music

Abstract

In their classrooms, music educators draw upon critical pedagogy (as described by Freire, Giroux, and hooks) for the express purpose of cultivating a climate for conscientização. Conscientização, according to Paulo Freire (2006), “refers to learning to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” (p. 35). This consciousness raising is a journey teachers pursue with students, together interrogating injustices in communities and the world in order to transform the conditions that inform them. Learning to perceive social, political, and economic contradictions often leads to multiple forms of resistance in and out of music classrooms. This chapter explores the following question: What do critical forms of assessment look like in music classrooms that use critical pedagogy and embrace resistance to foster conscientization?

DOI

10.1093/oxfordhb/9780190265182.013.17

Version

Post-Print

Required Publisher's Statement

This article is also available on the publisher's website: https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780190265182.001.0001/oxfordhb-9780190265182-e-17

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