Musicking Marginalization: Periphractic Practices in Music Education

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Abstract

Employing a critical race theoretical framework, this chapter argues that classroom practices in US music education often relegate participants with non-Eurocentric musical experiences to periphractic space or the margins of school music. This chapter explores validating specific Western musical practices—still physical comportment in listening and performing music, the use of Western standard notation and musical constructs, and the limited use of aurality—as periphractic practices in music education. After exploring practices that often circumscribe students of color to periphractic space, I suggest possible ways music educators can interrupt the Eurocentric ensemble paradigm to recognize students’ own musical enculturation. I draw examples from a multiple case study of four elementary music teachers in Toronto committed to challenging dominant paradigms of music education.

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Hess, J. (2018). Musicking Marginalization: Periphractic Practices in Music Education. In The Palgrave Handbook of Race and the Arts in Education (pp. 325–346). Springer International Publishing. https://doi.org/10.1007/978-3-319-65256-6_19

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