This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples’ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.

This book demonstrates the processes of intercultural musical collaboration and how these processes contribute to facilitating positive relationships between Indigenous and non-Indigenous peoples in Australia. Each of the chapters in this edited collection examines specific examples in diverse contexts, and reflects on key issues that underpin musical exchanges, including the benefits and challenges of intercultural music making. The collection demonstrates how these musical collaborations allow Indigenous and non-Indigenous people to work together, to learn from each other, and to improve and strengthen their relationships. The metaphor of the “third space” of intercultural music making is interwoven in different ways throughout this volume. While focusing on Indigenous Australian/non-Indigenous intercultural musical collaboration, the book will be of interest globally as a resource for scholars and postgraduate students exploring intercultural musical communication in countries with histories of colonisation, such as New Zealand and Canada.

Community music as a field of practice, pedagogy, and research has come of age. The past decade has witnessed an exponential growth in practices, courses, programs, and research in communities and classrooms, and within the organizations dedicated to the subject. The Oxford Handbook of Community Music gives an authoritative and comprehensive review of what has been achieved in the field to date and what might be expected in the future. This Handbook addresses community music through five focused lenses: contexts, transformations, politics, intersections, and education. It not only captures the vibrant, dynamic, and divergent approaches that now characterize the field, but also charts the new and emerging contexts, practices, pedagogies, and research approaches that will define it in the coming decades. The contributors to this Handbook outline community music's common values that center on social justice, human rights, cultural democracy, participation, and hospitality from a range of different cultural contexts and perspectives. As such, The Oxford Handbook of Community Music provides a snapshot of what has become a truly global phenomenon.

This book describes an action research approach to engaging respectfully with First Nations communities in a diverse range of contexts, disciplines and projects. It offers a valuable guide for professionals, students and teaching staff that recognises all participants as equal partners while acknowledging the diversity of First Peoples and culture, and prioritising local knowledge. While the book is adaptable to a diverse range of cultures and disciplines, it is specifically focused on cross-cultural collaborative case studies in Noongar Country, which is located in the southwest of Western Australia. The case studies demonstrate how action research can be applied not only in the traditional areas of education and social justice, but also in a diverse range of disciplines, communities and circumstances, including media, education, environmental management and health. The book’s aim is to highlight successful cross-cultural First Nations community projects and to discuss each one in terms of its action research philosophy and process. In this regard, the voices of the participants are prioritised, especially those of First Nations communities. While this book is specifically pitched at Australian readers, the action research approach described may be adapted and applied to many cross-cultural collaborative relationships, making it of interest and value to international students and researchers.

How can we continue to support educators who wish to design and facilitate social justice classrooms? What knowledge and tools do pre- and in-service educators need to teach about (in)equity, (in)justice, resilience, and agency across the curriculum in K–12 classrooms? The new edition of this compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms. ● Part I details the history of the multicultural movement and the instantiation of public schooling as a social justice project. ● Part II connects theoretical frameworks to social justice curricula. Parts I and II are general to all K–12 classrooms. ● Part III provides powerful specific subject-area examples of good practice, including Multilingualism and Ethnic Studies. Social Justice Pedagogy Across the Curriculum, Second Edition includes highlighted Points of Inquiry and Points of Praxis sections that offer recommendations to teachers and researchers, and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities. Relevant for any course that addresses history, theory, or practice of multicultural/social justice education and teaching diverse groups of students, this text is essential reading for future and practicing teachers to understand and create resources for transformative, rigorous, and inclusive learning environments that support students from a range of backgrounds.

For scholars seeking to undertake consequential research in service-learning and community engagement (SLCE) at a time when there is widening interest in and increasing acceptance of research in this field as a primary area of scholarship, this book provides accounts by preeminent scholars about the trajectories of their research, their methodologies, lessons learned along the way, as well as their views about the future direction of the field.The contributors to this volume represent a range of disciplines and fields including education, history, organizational leadership, political science, philanthropic studies, psychology, and public health, as well as both qualitative and quantitative traditions, and offer models of scholarly learning that contribute to a knowledge base that can guide practice and further the broader public purposes of the academy.They articulate how they view their research on SLCE as having broader purposes that matter to them personally as well as professionally and illustrate how the “why” and “to what end” of their research can evolve as a program of research develops and matures across time. They identify key choices they made in terms of inquiry and methodology, describe both successes and challenges in establishing and navigating a SLCE research agenda across their careers, and share lessons learned from their research journey to advance the field both domestically and abroad. Emerging from these narratives is a theme of practical wisdom that arises through the learning of researchers, students and communities as they engage with complex social contexts.

Journalism Practice and Critical Reflexivity is a theoretical- and practice-based response to the crisis of mission and credibility in journalism studies that is heightened by online and social media. It describes, analyses and offers new approaches and models for critically reflexive journalism research, practice and education. With specific theoretical and conceptual approaches employed, such as Pierre Bourdieu’s reflexive sociology along with the analytical, practice-based, reflective and narrative techniques of Donald Schön and autoethnography, this book provides possible responses to these crises of purpose and legitimacy, and to transformation, in Western corporate journalism. With journalists working in mainstream media under increasing pressure, the book considers the possibility of either slowing journalism down or having elements of a more reflexive journalism practice set alongside other routine practices. It proposes reciprocity as a core value to guide much investigative and news journalism. Scholars and practitioners of journalism, researchers and post-graduate students interested in journalism, critical reflexivity and reflective practice in relevant disciplines can apply the concepts and techniques of critical reflexivity in their own research or teaching. Journalists, criminologists and others concerned with Indigenous deaths in custody, prisons, the institutional duty of care, social and/or legal justice and effective government administration will also find the study rewarding.

Music lives where people live. Historically, music study has centred on the conservatory, which privileges the study of the Western European canon and Western European practice . The Eurocentric way music has been studied has excluded communities that are considered to be marginalized in one or more ways despite that the majority of human experiences with music is found outside of that realm. Community music has emerged as a counter-narrative to the hegemonic music canon: it seeks to increase the participation of those living on the boundaries. Community Music at the Boundaries explores music and music-making on those edges. “The real power of community music,” writes Roger Mantie in the foreword, “lies not in the fiction of trying to eliminate boundaries (or pretending they don’t exist), but in embracing the challenge of ’walking‘ them.” Contributions from scholars and researchers, music practitioners, and administrators examine the intersection of music and communities in a variety of music-making forms: ensembles, university and police choirs, bands, prison performing groups, youth music groups, instrument classes, symphonies, drum circles, and musical direction and performance. Some of the topics explored in the volume include education and change, music and Indigenous communities, health and wellness, music by incarcerated persons, and cultural identity. By shining a light on boundaries, this volume provides a wealth of international perspectives and knowledge about the ways that music enhances lives.

Around the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as formative educational institutions, drawing together contributors from both Western and non-Western perspectives. While the editors and contributors critique the current situation, the chapters evince a more humane and compassionate framing of the work of and in universities, based on positive and valued relationships and notions of the good. Drawing together a wide range of theoretical and conceptual frameworks to illuminate the issues discussed, this volume changes the debate to one of hopefulness and inspiration about the role of higher education for the public good: ultimately looking towards a potentially exciting and rewarding future through which humanity and the planet can flourish.

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.