Policy Practice as Citizenship Building

Abstract

Abstract This chapter suggests that discursive change in our field of action must be thoughtfully aligned to re-capturing the impact of policy practice as a tool to actualize and structurally renew music educational priorities and practice. In these terms, policy practice moves to be more widely approached as a personal and local practice, rather than distant and overly managerial. Policy practice then functions as a critical contributor and conduit for professional, organizational, and pedagogical activism essential to the realization of more socially just and equity directed practice. Just as significant, although care/ing/filled experiences in education are dependent on intersubjective relations, they also function (and are sustained) through systems and environs often impacted, if not dependent, on policy and governance practice. The chapter suggests that framing care within music education should consider how teacher practice can benefit from policy practice understanding, particularly those framed through notions of agency and solidarity.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.