MDG 32 took place June 29th through July 1 (https://mdg32.weebly.com/). MDG 32 was hosted by the University of Oregon virtually. The focus of the colloquium is “Creating and Sustaining Equitable, Diverse, and Inclusive Music Learning Practices.” Click here for the Colloquium website. Click here for the Call for Proposals.
As a continuation of our engagement with the vital and challenging questions that make up our revised Action Ideals, The MayDay Group invites scholars, music makers, educators, and innovators from around the globe to consider and problematize music not just as meaningful sound, but as socially, culturally, and politically embedded action. This year’s Colloquium centers on ACTION IDEAL III: As agents of social change who are locally and globally bound, we create, sustain, and contribute to reshaping musics, ways of knowing music, and spaces where musicing takes place. Thus, music educators must always strive to provide equitable, diverse, and inclusive music learning practices. Musical cultures are human-driven, living processes, not merely sets of works or established practices. Musical activity develops out of an emergent synergy of change and tradition within human contexts and communities of practice. Thus, we need to foster the capacity for change in our musical and educational traditions.
Questions that presenters might consider:
How can music educators decolonize spaces, practices, and epistemologies for music learning and teaching?
How can we work towards increased accessibility and equity in music curricula for all learners?
How can we address issues of discrimination, bias, and oppression in spaces for music learning?
How can we create continuously developing, socially responsive, and sustainable partnerships for musical activity within our local communities?
How can engagement with local partnerships develop increased sensitivity and awareness in ourselves as globally bound musicians?
Does the “production” of activist music teachers represent the potential for new forms of colonization? How might we avoid such an imposition while striving to educate teachers to be socially aware and who teach for social justice through music?