Document Type
Book Chapter
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?
Copyright Note
This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
DOI
10.1093/oxfordhb/9780190265182.013.17
Version
Post-Print
Recommended Citation
Talbot, Brent C. and Hakim Mohandas Amani Williams. "Critically Assessing Forms of Resistance in Music Education." The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (2019).
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
Included in
Educational Methods Commons, Music Education Commons, Music Pedagogy Commons, Social and Philosophical Foundations of Education Commons