The Oxford Handbook of Care in Music Education

The notion of care is at times misunderstood in the context of music education--equated simply with kindness or associated with lowered expectations--and is often dismissed without consideration of its full value to music learning. When viewed through a student "deficit" perspective, concepts of care might evoke unnecessary pity or a sense of rescue, thereby positioning teachers and learners in a superior/inferior relationship that may be unhealthy and unhelpful to either person. Furthermore, many well-meaning approaches to care emphasize a unidirectional relationship from teacher to student, discounting the ways in which a teacher also continues to learn and develop. A more empowering conceptualization of care in music education involves sharing--sharing experience, sharing passion, sharing excitement, sharing goals, and sharing humanness. The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in the handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. These essays highlight the essence of authentic relationships and shared experiences between teachers and learners, extending previous conceptions of care to meet the needs of contemporary music learners and the teachers who care for, about, and with them.

Karin S. Hendricks is Associate Professor and Chair of Music Education at Boston University. She is President-Elect of the American String Teachers Association (ASTA) and serves on the Editorial Committees of the Journal of Research in Music Education and the Bulletin of the Council for Research in Music Education. Hendricks researches student motivation and compassionate and caring pedagogies and presents teaching clinics and workshops throughout the United States and abroad. She received the ASTA "Early Career String Researcher" Award in 2018. In addition to publications in leading research journals and edited volumes, Hendricks has written six books, including Compassionate Music Teaching.

Foreword by Lucy Green Preface Acknowledgments Contributors Section 1: Philosophical Perspectives on Care and Music Education Section Foreword: Panagiotis A. Kanellopoulos Chapter 1 - A Call for Care and Compassion in Music Education Karin S. Hendricks Chapter 2 - On Caring for Music Education in Troubled Times Estelle Jorgensen Chapter 3 - Caring About Caring for Music Education Marissa Silverman Chapter 4 - An Ethic of Expectation Surrounding the Virtual Performance Brent C. Talbot and Cara Faith Bernard Chapter 5 - Compassion During Musical Engagement With Young Children Diana R. Dansereau Chapter 6 - Convivencias and a Web of Care Kevin Shorner-Johnson, Martha Gonzalez, and Daniel J. Shevock Chapter 7 - The Hospitality of Wonder and Its Relation to Care and Compassion in Music Education June Boyce-Tillman Chapter 8 - Disability, Lifelong Musical Engagement, and Care David Baker Chapter 9 - Caring Through Dialogical Relations in Community Music Settings Laura Benjamins Chapter 10 - The Politics of Care in the Education of Children Gifted for Music: A Systems View Guadalupe López-Íñiguez & Heidi Westerlund Chapter 11 - Ways of Caring in Music Education Through the Lens of Classic Confucianism and Classic Daoism C. Victor Fung Chapter 12 - Caring with the Earth, Community, and Co-Learners for the Health of Biological, Social, and Musical Ecosystems Tawnya D. Smith Section 2: Co-Creating Caring Relationships Section Foreword: Liora Bresler Chapter 13 - The Musical Circle of Care: A Framework for Relationship Building and Healing Through Musicing Janelize Morelli Chapter 14 - (Re)Imagining Intersectionality: Holistic Acceptance in Music Education Latasha Thomas-Durrell Chapter 15 - Accompanying LGBTQIA+ Students in the Music Classroom Justin McManus and Bruce Carter Chapter 16 - Compassion and Care Through Musical Social Emotional Learning Scott N. Edgar, Kara Ireland D'Ambrosio, and Elise Hackl Chapter 17 - Empathy and Deep Listening in Jazz Improvisation Troy Davis Chapter 18 - Facilitating Trust and Connection Through Musical Presencing: Case Study of a Conflict Transformation Facilitator Karin S. Hendricks, Delaney A. K. Finn, Cheryl M. Freeze, and Jessandra Kono Chapter 19 - Sometimes I Just Crawl Under the Covers and Hide: Caring by, for, and with Community Music Leaders During Crises Fiona Evison Chapter 20 - "This Guitar Hurts!": Empathy and Caring in Inclusive Ensembles Kimberly McCord Chapter 21 - Fostering Reciprocal and Responsive Musical Relationships in a Youth Instrumental Ensemble: One Guest Conductor's "Caring-With" Approach Allen R. Legutki, Karin S. Hendricks, Tawnya D. Smith, and Kristi N. King Chapter 22 - Singing and Caring Elizabeth Cassidy Parker and Jennifer C. Hutton Chapter 23 - Developing Trust and Empathy Through Peer Mentoring in the Music Classroom Andrew Goodrich Chapter 24 - Using the Lens of Psychological Safety to Understand the Effects of Bullying Within the School-Based Music Ensemble Classroom Jared R. Rawlings Section 3: Caring for Wellbeing and Human Flourishing Section Foreword: Susan A. O'Neill Chapter 25 - The Vulnerability in Being Heard: Care in the Supervision of Music Students Tiri Bergesen Schei Chapter 26 - Student and Teacher Mental Health: Nurturing Wellbeing Within a Climate of Trust Rachel L. Dirks Chapter 27 - Mindfulness, Self-Compassion, and Gratitude in Music Teaching and Learning Frank M. Diaz Chapter 28 - Self-Care and the Music Educator Bridget Sweet Chapter 29 - Somatic Self-Care for Music Educators Stephen A. Paparo Chapter 30 - Music's Relational Imperative: Wellbeing, Music-Making, and the Interconnections Between Music Therapy and Music Education Elizabeth Mitchell Chapter 31 - Music as a Vehicle for Caring for Students With Learning Differences Ryan M. Hourigan Chapter 32 - Trauma: A Compassionate Lens for Music Teaching Shannan Hibbard and Erin Price Chapter 33 - Caring Connection, Music Participation, and Quality of Life of Older Adults Lisa J. Lehmberg and C. Victor Fung Chapter 34 - Reconsidering Musical Ability Development Through the Lens of Diversity and Bias Karin S. Hendricks and Gary E. McPherson Chapter 35 - Conveying Pupil Access to Wellbeing Through Relational Care in Music Education Kari Holdhus Chapter 36 - Fostering Care Through Core Reflection Margaret H. Berg Section 4: Care, Social Activism, and Critical Consciousness Section Foreword: Cathy Benedict Chapter 37 - The Sounds of Hope: Music Homeplaces and Compassionate, Abolitionist Music Teaching Emily Good-Perkins Chapter 38 - Critical Race Theory and Care in Music Education Amy Lewis Chapter 39 - Call Me by MY Name: Knowing Our Students' Names as Intercultural Sensitivity Kính T. Vu Chapter 40 - Critical Listening and Authorial Agency as Radical Practices of Care Kelly Bylica Chapter 41 - Love, Care, Revolution, and Justice: Loving Oneself and Loving One's Students Gareth Dylan Smith, Brandi Waller-Pace, Martin Urbach, and Bryan Powell Chapter 42 - "I Just Wanna Live my Life Like it's Gold": Prioritizing Anti-Racist Music Education Alice A. Tsui, Juliet Hess, and Karin Hendricks Chapter 43 - Music-Making in Prisons and Schools: Dismantling Carceral Logics Rebecca D. Swanson and Mary L. Cohen Chapter 44 - Popular Music Education, Aesthetic Judgment, and Gender Relations in Hungary Emília Barna Chapter 45 - Caring About Deaf Music in Culturally Responsive Music Education Warren Churchill and Clare Hall Chapter 46 - In Search of Meaning, Joy, and Justice in Music Education: Teachers Matter Graça Mota Chapter 47 - Cultural Humility and Ethics of Caring in Multicultural Settings of Music Teacher Education Amira Ehrlich Chapter 48 - Policy Practice as Citizenship Building: From Duty to Care to Solidarity in Music Education Patrick Schmidt Index