“Charleston, Goddam”: An Editorial Introduction to ACT 14.2

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Action, Criticism, and Theory for Music Education, Vol: 14, Issue: 2

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Talbot, Brent C.
Social Justice; Racism; Critical Pedagogy; Anti-Racist Pedagogy; Activism; Curriculum and Social Inquiry; Social and Philosophical Foundations of Education
article description
In this editorial, I trace the events following the tragic and racist shootings that occurred at the A.M.E. church in Charleston, South Carolina on June 17, 2015. Drawing upon anti-racist scholars and musical activists, I make a case for getting political and for cultivating activism in our classrooms. I ask our field to critically reflect upon our participation in a system that advantages Whites. I suggest that one possibility to engage in dialogue around issues of race is to encourage an environment of musical creativity where—together with students—teachers study and write music that speaks to our times and addresses issues of social justice within our local communities and across the globe.