Document Type

Article

Department

Education

Abstract

I articulate an autoethnographic narrative of using different songs to counter dominant interpretations of gender, class, immigration, slavery, and education in the secondary social studies classroom. Framing it as the Critical Music Framework, the practice of using music addressing social issues and historical representations of women and people of color provided students with reflective learning opportunities. The resulting conversations illustrate the importance of music not just on the personal but also the academic aspects of individuals.

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Publisher Link

https://ijme-journal.org/index.php/ijme/index

Link to Full Text

https://ijme-journal.org/ijme/index.php/ijme/article/view/2447/1467

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