January 27, 2021
Book Announcement:
Music & Social Justice: A Guide for Elementary Educators
By Cathy Benedict
In this book author Cathy Benedict challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice.

Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas and lesson plans geared toward elementary students (ages 6-14). Taken-for-granted subjects often considered beyond the understanding of elementary students such as friendship, racism, poverty, religion, and class are addressed and interrogated in such a way that honours the voice and critical thinking of the elementary student.

Suggestions are given that help both teachers and students to pause, reflect and redirect dialogue with questions that uncover bias, misinformation and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored encouraging music teachers to embrace a path toward socially just engagements at the elementary and middle school levels. Read more here.
Shared Perspectives: Live Talks Featuring Conductors, Composers, and Vocal Choral Specialists
We are thrilled to be hosting an exciting roster of guests speaking to a wonderful array of topics!

Registration is free. To register, please email
Conferences & Calls
Special Issue on Anti-Racism, Anti-Fascism, and Anti-Discrimination in and through Music Education

Deadline Extended!

Action, Criticism, and Theory for Music Education
Guest Editor: Nasim Niknafs
The violence of racial and ethnic discrimination has taken new forms throughout the world, rendering different peoples in different places as “a genus of subaltern humanity,” disposable and surplus (Mbebe 2019, 178, emphasis original). In North America, evidence of this subaltern humanity arises in the killings of Black people in the U.S. by police and local vigilantes, and the deaths of Indigenous peoples at the hands of the police in Canada, compounded by the staggering number of unsolved cases of missing and murdered Indigenous women in Canada. Beyond North America, Hindu nationalism policies in India have resulted in the ostracizing of Muslims. In the UK, the Windrush Generation (the children of immigrants from Commonwealth Caribbean countries who arrived in Britain between 1948 and 1971) have been wrongfully detained and deported. In Iran, systemic racism has denied Afghan refugees access to education and basic needs. World-wide, Covid-19 is disproportionately affecting historically marginalized groups. These represent but a few examples of the malignant effects of racism globally that exacerbate such contemporary global issues as terrorism, the climate crisis, and dehumanizing migratory policies (Dwyer & Bressey, 2008).

Racism may easily escape critical scrutiny as a systemic problematic because it is often misidentified as an “archaic, minimal personal pathology” rather than “a private commodity whose ‘circulation’ is de-regulated” (Garner, 2016, p. 166). An increasing number of writers and scholars have pointed to this shift of discourse in racism and its influence on educational practices. They caution against the dangers of implicit racial indoctrinations, color-blindness, tolerance, privileged and polite activism, and political correctness that circumvent engaging with the very real, excruciating, and material complexities of racial injustices and discriminatory practices (e.g. Bradley 2007, 2015, Fleras, 2014, Hess, 2018). Some scholars in music education contend that music teaching and learning at all levels of education from early childhood to higher education tacitly uphold white supremacy, oppressive ideologies, and fascistic forms of community (Koza, 2008; Bradley, 2009, 2017).

In the wake of the killings of George Floyd, Breonna Taylor, Ahmaud Arbery, and others by police and vigilantes in the U.S. in 2020, anti-racist, anti-fascist, and anti-discriminatory movements in arts education and education departments have begun to emerge (e.g., MayDay Group’s Statement of Solidarity and Commitment to Anti-RacismOpen Letter on Antiracist Actions Within SMT, and #ThisIsArtSchool). This special issue of ACT invites manuscripts from all geographies and cultural backgrounds to scrutinize and critique racism, fascism, and discriminatory practices in relation to music education at all levels.

Possible themes may include but are not limited to:
  • personal stories, autobiographies, and testimonies interpreted through critical race theory, critical theory and pedagogy, culturally relevant pedagogy, multi- or inter-culturalism, and/or other perspectives,
  • actionable theories of antiracism, anti-fascism, and anti-discrimination in and through music education,
  • anti-racist and anti-discriminatory research practices in music education,
  • antiracist public policies and music education,
  • moral and ethical grounds and the imperatives for music education and music educators in relation to racial injustices,
  • online and offline antiracism, anti-fascism, and anti-discrimination activism in music education and,
  • curricular changes demanding an overhaul of hegemonic music education practices.       

The submission deadline is March 1, 2021. For submission information, please click here.
Music and Wellbeing Conference
Scholars, researchers, educators, music therapists, musicians, and relevant stakeholders are invited to submit proposals for papers and demonstrations.  The purpose of the conference is to explore the multi-faceted ways in which music fosters well-being and contributes positively to one’s quality of life in multifarious contexts. 

Individual paper presentations will be 20 minutes (followed by 5 minutes for questions/discussions) and will be grouped with other presentations similar in theme. All sessions will be on the virtual WebEx platform.

Demonstrations will adhere to the same guidelines as paper presentations but differ in that they are generally intended to inform audiences about resources, methods, and delivery models that are effective in one’s area of practice. While audio/visual elements can be included, these demonstrations are not interactive with the audience. 

• Presenters are invited to submit the following information by March 30, 2021.
• Conference presenters will be notified by April 15, 2021. All presenters whose work is selected for inclusion on the program are expected to register for the conference ($20 CAD).
• Registration opens on April 16, 2021 

Submission requirements:
• An abstract or description of 300-350 words in length maximum (excluding references)
• A 150-word biography and high-resolution .jpeg photo (if possible)

Submission details:
Submissions will only be accepted electronically.  Documents should be submitted in Word format with the email subject line: “Music and Wellbeing abstract” and sent to

Submissions will be reviewed by a committee of academic and community-based practitioners in the field of music, music education, music psychology, and music therapy. Criteria for acceptance include a clear connection to the link between music and well-being in relation to at least one of the following fields: music, music education, music psychology, or music therapy.

Bios and photos will be uploaded to the website prior to the conference.

More information:
Job Announcements
Director of Choral Activities, Assistant Professor of Music
The College of St. Scholastica
The College of St. Scholastica invites applications for a tenure track faculty member to serve as the Director of Choral Activities at the rank of Assistant Professor beginning August 2021. The individual hired will be expected to teach 24-contact hours/academic year, foster a culture of inclusion in the classroom, participate in faculty committee work, and contribute to the department. The department values diversity among its faculty and strongly encourages applications from women and underrepresented groups. This position is a 9-month, full-time, tenure track appointment.

  • Responsible for the artistic and administrative leadership of the College’s choral program. 
  • Conduct various choirs. Other teaching duties may be assigned based on the candidate’s expertise. 
  • Supervise the music education curriculum, teach various courses in music education, and advise student teachers in conjunction with the School of Education. 
  • Lead recruitment activities by fostering relationships with secondary, post-collegiate, and community choral educators to advance choral instruction in the region.
  • Engagement in the School of Arts and Letters and a demonstrated commitment to teaching, service, scholarship, and inclusive excellence is required.

  • Doctorate in Music (ABD considered) from an accredited institution.
  • A record of successful teaching at the K-12 level.

  • A demonstrated record of recruiting students and/or expanding a music education program.
  • A demonstrated commitment to fostering a culture of inclusion in support of College diversity goals.
  • A collaborative and creative approach to music and music education.
  • Successful teaching at the collegiate level.
  • Proven administrative leadership ability, especially in financial management, organizational skills, and collaboration.

Applicants should include the following documents:
  1. Cover Letter explaining your interest in the position and how your experience meets the position’s key responsibilities and required qualifications.
  2. Resume/CV.
  3. The names and contact information (including email and phone number) for three (3) references who may be contacted as the hiring process proceeds.
  4. Applicants chosen for the next round will be asked to provide videos or rehearsal(s) and a Statement of Teaching Philosophy that addresses your commitment to undergraduate teaching and strategies you plan to employ in your teaching to create an inclusive learning environment.

For more information and to apply, visit
Assistant/Associate Professor, Music Education
Westminster Choir College
WESTMINSTER CHOIR COLLEGE (WCC), a unit of the Westminster College of the Arts of Rider University, announces an opening for a full-time, tenure track appointment in Music Education at the rank of Assistant or Associate Professor, beginning September 1, 2021 on the University’s Lawrenceville campus. Westminster Choir College of Rider University has an international reputation for excellence in choral performance and music education, including a strong commitment to critical pedagogy and social justice.

The successful candidate will teach graduate and undergraduate level courses in their area of expertise; advise students; supervise student teachers; supervise graduate-level research projects and theses; and contribute to scholarly research and professional leadership in the field.

To learn more about Westminster Choir College, please visit our website at

To learn more about Westminster College of the Arts, please visit our website at

Position Requirements:
• Doctorate in music education or closely related field (at least one degree must be in music education), completed as of August 2021.
• At least 4 years of experience teaching music in K-12 public or private schools.
• At least 3 years of experience teaching at the college level.
• Demonstrated success implementing advanced student-centered pedagogical techniques.
• Established record of progressive, innovative, and ongoing scholarship (journal articles, book chapters, conference presentations, etc.).
• Specialization in one or more contemporary music education areas such as: critical pedagogy, social justice, social emotional learning, culturally responsive pedagogy, popular music pedagogy, creativity, music technology, urban music, community music.

Preferred Requirements:
• Record of engagement in professional organizations at the state, regional level, or national level.
• Sustained record of engagement with issues of equity and inclusion.
• Demonstrated success teaching and mentoring students at the graduate and undergraduate levels.
• Documented experience advising graduate theses.
• Demonstrated success with engaging and effective remote instruction.
• Demonstrated success in establishing relationships with cooperating teachers and within the community

All applicants must complete an online application and attach a letter of interest; curriculum vitae; a statement of teaching philosophy and goals; a statement outlining a commitment to diversity, equity and inclusion in the classroom, including evidence of experience working with and teaching diverse students; a link to an online portfolio of creative work; and names and contact information for three professional references.

Official undergraduate and graduate transcripts and completion of a background check are required for all new hires. Review of applications will begin immediately and continue until the position is filled. For best consideration, please submit materials by February 15, 2021.

For further details visit:
Assistant Professor of Music Education
Portland State University
The College of the Arts; School of Music & Theater at Portland State University is seeking applications for an Assistant Professor of Music Education. This is a full-time tenure-track appointment with full benefits and a start date of September 16, 2021. For more information and to apply, please visit: 

  • The successful candidate will have a firm foundation in K-12 public Music Education in the United States.
  • The successful candidate will be well aware of the current best practices in the field of Music Education.
  • The successful candidate will be looking toward the future of innovation and social justice in the field of music, especially in providing access to public music education in marginalized communities.

The Assistant Professor of Music Education will be the primary mentor for a large, diverse cohort of Music Education undergraduate and Post-Baccalaureate students seeking public school teaching credentials. They will administer a large program with multiple adjunct faculty, and a Summer Kodály program. They will teach a variety of classes in Music Education that could include elementary, choral or instrumental depending on background.

Minimum Qualifications:
Master’s Degree (MM, MA, MEd).
A proven record of public school teaching experience (minimum of 5 years); secondary or K-12.
Excellent verbal and written communication skills.

Preferred Qualifications:
Teaching experience with a variety of age groups.
Teaching experience in under-served communities.
Experience with anti-racist educational pedagogy.

For more information visit here.