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Inclusion, music education, and what it might mean

  • MARTIN FAUTLEY (a1) and ALISON DAUBNEY (a1)

Extract

The issue of inclusion is currently a hot topic in music education both in the UK and elsewhere. There are many discussions about what it means, what it should involve, and how it can be enacted. This is to say nothing of the positive effects inclusion can have on the lives of young people in terms of personal fulfilment, as well as musical participation. For a journal concerned with educational research in music education, as is clearly the case with the BJME, there is, or there should be, more to it, however, than just these simple matters. After all, having children and young people in wheelchairs participating in a musical event is all very well – even if it does not happen often enough - but is this really all we mean by inclusion? And it is this aspect which needs problematisation for music education. After all, having young people who are disabled in some form, visible or invisible, taking part in music education should be something which just happens, we shouldn't need, pardon the phrase, to be making a big song and dance about it!

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References

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YOUNG, M. (2008) ‘What are schools for?’ In Daniels, H., Lauder, H. & Porter, J. (eds.), Knowledge, Values and Educational Policy: A Critical Perspective (Vol. 2). London: Routledge.

Inclusion, music education, and what it might mean

  • MARTIN FAUTLEY (a1) and ALISON DAUBNEY (a1)

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