CDSJ ASPA Saturday Working Session 9-28-13

CDSJ ASPA Saturday Working Session 9-28-13
Task for Each Group: Identify three projects for upcoming year (ongoing and/or new)

TOPICS DISCUSSED (From Speed Dating List)

  1. Undergrads – lack of experiences in being and understanding “other”; need for conversations to understand self and others, helping UGs see needs of students, preparing UGs for urban settings
  2. Diversification and how diversification can contribute to understanding of others
  3. Multicultural backgrounds of music teachers


  • A resource list for getting students talking about social justice
  • Work on a collective body of literature to be used for research ideas and projects
  • Database of research articles related to teacher preparation
  • Database of diverse student teaching and internship possibilities.

TOPICS DISCUSSED (From Speed Dating List)

  1. Philosophical underpinnings that inform our practice and issues
  2. American immigrant students and critical race theory
  3. What would Paolo Freire say about music education?
  4. Public health, resiliency theory and intersections of music education
  5. Democratic music education


  • A list of suggested resources for the website
  • Generative list of possible visions that is open to critique, some of which might be based in specific theories or philosophies
  • Survey music teacher educators with regard to what they think social justice is and some other things: Conceptions of, considerations for enacting, concerns for implementing

TOPICS DISCUSSED (From Speed Dating List)

  1. El Sistema
  2. Detention center – working with incarcerated youth
  3. Outreach to minority students
  4. Urban and minority education and arts integration


  • Studying how community-school and university-community programs work
  • Proposal for St. Louis for El Sistema panel
  • Lack of research on rural programs
  • Work with undocumented populations
  • Big question: Can community-based and school-based music education projects co-
    exist? Are community programs pushing music out of schools?


TOPICS DISCUSSED (From Speed Dating List)

  1. Diversifying teaching force
  2. Questions of access
  3. Diversity in higher education
  4. Diversity in P-12 music programs, especially ensembles
  5. Ensembles don’t reflect population
  6. Urban schools – access and policy, alternative options for music education
  7. Power and empowerment in teaching
  8. Deficit perspectives
  9. Resistance to diversity, especially in higher education
  10. Short term vs. long term commitments (service learning as short-term?)


  • New National Standards:
    • Respond to new national standards immediately and over time.
    • Long version: Make sure ASPA responds to national standards draft period.
    • Follow up with an analysis of the new national standards from a social justice perspective, perhaps with a lens examining Western hegemonic bias.
    • (Perhaps we could respond to them between Sept. 30 and Oct. 21 … in the time
      between when they are proposed and they are published). What he saw did not
      reflect a social justice ethic.
    • Take NAfME to task for perpetuating a non-political, depoliticized
      multiculturalism. Louis Bergonzi’s article was a watershed article. It may have
      had to do with the editor at the time. It isn’t possible for NAfME to have an
      “official agenda” that says “we’re not going to talk about this.” Maybe it’s time.
      If not now, when? If not us, who? Is it about taking NAfME to task? Perhaps
      there are two things to do: 1) speak to the teachers (thru MEJ) about different
      ways of seeing the standards, and 2) literally take NAfME to task.
    • Maybe work w/Policy ASPA on Standards
  • Diversifying Teaching Force
    • Find ways to include non-majority voices.
    • Long version: How can we hear/see the “voices” of non-majority people? Connie
      is curious to look at ways to hear and communicate the voices of HBCU’s and
      how they have responded to music education. Possibly also organizations like
    • Quick and dirty research study: survey university websites to find audition
      requirements, consider social justice implications. (St. Louis?)
    • Create video models of culturally responsive teaching (for teachers and also for
      higher education).