Music and Poetry as Social Justice Texts In the Secondary Classroom

Abstract

Abstract Although social justice education should be an ongoing process that transcends curriculum, pedagogy, and the institutional establishment of education, it is often neglected. This action research study describes how middle/high school students responded to music and poetry as social justice texts. The study documents the curricular and pedagogical considerations for using music and poetry to explore the complexities of social justice. Initially, students in the study were reluctant and unresponsive to social justice issues in their government and literature classes. An early activity indicated that students had a broad range of understanding regarding social justice issues. Intellectually, utilizing music and poetry as relevant and accessible texts encouraged students to deconstruct meaning and identify social justice themes. Students also began to consider multiple perspectives as they challenged previously held assumptions. Emotionally, students exhibited intense emotions as they began to deconstruct their own privilege. The study concludes with implications and recommendations for teachers.