Social justice in community music and music education : praxial musicking

Abstract

In community music and music education, there is a notable resurgence in the commitment to advance social justice. This focus underscores the importance of making music accessible to all and, thus, ensuring inclusivity. Community musicians and music educationists are encouraged not only to contemplate but to support social justice causes actively and to integrate these principles into music education curricula. Unfortunately, many learners and students have been excluded from praxial music making opportunities because of historical neglect and unfair practices. Musicking is a practical, human action, central to Community Music and Music Education, and gravitates towards community (Small, 1998). The argument stands that musicking can therefore be a practical vehicle for community musicians and music educators through which social justice principles can be advanced. Underpinned by Elliot’s (1995) praxial theory, Freire’s (2000) critical theory, and Ebersöhn’s (2012) flocking theory, in this qualitative study we used narrative inquiry to explore social justice in musicking through the lived stories of 18 musicians, from South Africa, Uganda, and Israel, who were involved in Community Music projects. We describe how community musicians have upheld inclusion, accessibility, lifelong learning, and transformation in musicking as fundamental principles in the fight for social justice.