Manipulating Racist Folk Songs: Problematizing the Practices of Erasing and Re-placing.
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| Title: | Manipulating Racist Folk Songs: Problematizing the Practices of Erasing and Re-placing. |
|---|---|
| Authors: | Cicco, Ian1 |
| Source: | Action, Criticism & Theory for Music Education. Feb2024, Vol. 23 Issue 1, p58-79. 22p. |
| Subject Terms: | *Music teachers, Anti-racism, Folk songs |
| Abstract: | The purpose of this philosophical inquiry is to problematize the assumptions underlying elementary music teachers' choice to both erase folk songs from their curricula and to replace lyrics with racist associations. Erasing is defined as a process in which music educators remove certain folk songs with racist origins entirely from their repertories, whereas replacing is defined as a process in which music educators adapt texts of certain folk songs with racist origins and thereby change the musical stories of those songs. I argue that both choices are insufficient for teaching students about the historical legacy of contemporary racism. Next, I propose erasing-as-dismantling and radically replacing as two sequential processes in lieu of the simplistic choices to erase and replace. Subsequently, I conceive of thoughtfully erasing to radically replace as a practice during which white teachers decenter whiteness and center the lived experiences of the Black, Brown, Indigenous, and Asian/Pacific Islander (BBIA) community [ABSTRACT FROM AUTHOR] |
| Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176234169 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Manipulating Racist Folk Songs: Problematizing the Practices of Erasing and Re-placing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cicco%2C+Ian%22">Cicco, Ian</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Action%2C+Criticism+%26+Theory+for+Music+Education%22">Action, Criticism & Theory for Music Education</searchLink>. Feb2024, Vol. 23 Issue 1, p58-79. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Music+teachers%22">Music teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Anti-racism%22">Anti-racism</searchLink><br /><searchLink fieldCode="DE" term="%22Folk+songs%22">Folk songs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this philosophical inquiry is to problematize the assumptions underlying elementary music teachers' choice to both erase folk songs from their curricula and to replace lyrics with racist associations. Erasing is defined as a process in which music educators remove certain folk songs with racist origins entirely from their repertories, whereas replacing is defined as a process in which music educators adapt texts of certain folk songs with racist origins and thereby change the musical stories of those songs. I argue that both choices are insufficient for teaching students about the historical legacy of contemporary racism. Next, I propose erasing-as-dismantling and radically replacing as two sequential processes in lieu of the simplistic choices to erase and replace. Subsequently, I conceive of thoughtfully erasing to radically replace as a practice during which white teachers decenter whiteness and center the lived experiences of the Black, Brown, Indigenous, and Asian/Pacific Islander (BBIA) community [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176234169 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.22176/act23.1.58 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 58 Subjects: – SubjectFull: Music teachers Type: general – SubjectFull: Anti-racism Type: general – SubjectFull: Folk songs Type: general Titles: – TitleFull: Manipulating Racist Folk Songs: Problematizing the Practices of Erasing and Re-placing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cicco, Ian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15454517 Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: Action, Criticism & Theory for Music Education Type: main |
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