[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595954-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595954-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","social-justice-and-school-music-education-in-china","Social Justice and School Music Education in China","","Explores how social justice and equity shape school music education in China’s multi-ethnic context. Argues that centralized schooling and state political ideology often marginalize minority ethnic musics, turning them into politicized and tokenized classroom content, while teaching pedagogies remain oversimplified. Highlights cultural diversification driven by internal migration yet notes curriculum content fails to reflect student diversity. Proposes macro institutional changes and targeted training for music teachers that includes learning ethnic musics and using appropriate pedagogies to advance equity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/social-justice-and-school-music-education-in-china/595954/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/social-justice-and-school-music-education-in-china/595954.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the document argue that equity in school music education is central?","Question",{"text":63,"@type":64},"It links socially just music education to equity and emphasizes equity as a core concern when defining social justice. It also notes that excluded groups experience inequity when their cultural recognition is neglected in schooling.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the document say about how ethnic minority musics are handled in school materials?",{"text":68,"@type":64},"It states that ethnic musics are often tokenized and politicized in widely used teaching materials. It also argues that music pedagogies for these musics are typically oversimplified.",{"name":70,"@type":61,"acceptedAnswer":71},"What approaches does the document recommend to promote socially just music education in China?",{"text":72,"@type":64},"It recommends institutional changes at a macro level and education for music teachers that incorporates learning ethnic musics. 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However, formal education often neglects differences in ethnicity, and school music education tends to marginalize the musics of ethnic minorities, owing to the government’s political ideology of maintaining national unity. Thus, ethnic musics incorporated in teaching materials are often politicized and tokenized, and pedagogies used for teaching ethnic musics in classroom teaching tend to be oversimplified. Addressing social justice in music education is centrally concerned with equity, which I suggest can be promoted by positive changes, including institutional changes, education for music teachers that incorporates learning ethnic musics and pedagogies appropriate to teaching these musics.  \nChina is a multi-ethnic nation, and the ongoing internal immigration is diversifying students'cultural backgrounds. While the diversity of student cultures and ethnicities are not reflected in the content of school curricula, school music education tends to marginalize the musics of ethnic minorities, and social justice in education has rarely been seriously discussed in China's mainstream discourse. The absence of attention for socially just music education can be attributed to the government's political ideology: maintaining the unity of the nation by assimilating minor ethnic groups into the state. As a result, Chinese ethnic musics have not been well-incorporated into the formal school music education, which is reflected in two major aspects: a tokenized and politicized representation of ethnic musics in school music teaching materials, and oversimplified music pedagogies adopted for minority musics. With a view to promoting equity in music education, I recommend institutional changes at the macro level, education for music teachers that incorporates learning ethnic musics and pedagogies appropriate to teaching them.  \nSocial Justice and School Music Education in China  \nTraditionally, social justice refers to the equal distribution of resources and assets (Cribb & Gewirtz, 2003), before its dimensions were extended by Nancy Fraser (1999) and Iris Young (1990), who both held the opinion that not only economic redistribution, but also cultural recognition, should be taken into consideration in defining the concept of social justice. No matter in which sense the term is used, equity stands at the center (Benedict, Schmidt, Spruce,& Woodford, 2015) . Commitment to social justice reflects a major interest in creating a world that is more humane (Woodford, 2015) . However, the issues associated with social justice can be masked and neglected by policies and propagandas, and thus, inequity is perpetuated.  \nSocially just education features a combination of teaching content and pedagogies in schools, with a view to promoting equity among people from different groups in a society (Roberts & Campbell, 2015) . School music education, with its role in the reproduction of mainstream cultural interests and values, is of great importance for the examination of issues associated with equity (Matthews, 2015; McCarthy, 2015; Wright, 2015) . Benedict et al. (2015) concluded that for music teachers, engaging in socially just music education is not only a process of enriching knowledge and broadening horizons as educators, but also a manifestation of concerns with equity for those who are excluded from a society.  \nIn China, the need to address issues associated with equity in music education is based on the nation’s multi-ethnic reality. Comprised of 56 officially recognized ethnic groups, China is culturally, religiously and linguistically diverse. The largest Han group makes up about 92% of the overall population, and the remaining 8% are splintered into 55 ethnic groups totalling more  \nthan 120 million people. Most of the minority ethnic groups have their own languages, cultural heritages, and religious beliefs. Geographically, more than ha","cbCaiei1Cdrg3cuq","https://ap.wps.com/l/cbCaiei1Cdrg3cuq","pdf",225890,"English","# Abstract\n## Social justice and equity foundations\n## Socially just education in school music\n## China’s multi-ethnic context and educational urgency\n## Limitations of socially just music education\n## Challenges in curricula and pedagogies","[{\"question\":\"Why does the document argue that equity in school music education is central?\",\"answer\":\"It links socially just music education to equity and emphasizes equity as a core concern when defining social justice. It also notes that excluded groups experience inequity when their cultural recognition is neglected in schooling.\"},{\"question\":\"What does the document say about how ethnic minority musics are handled in school materials?\",\"answer\":\"It states that ethnic musics are often tokenized and politicized in widely used teaching materials. It also argues that music pedagogies for these musics are typically oversimplified.\"},{\"question\":\"What approaches does the document recommend to promote socially just music education in China?\",\"answer\":\"It recommends institutional changes at a macro level and education for music teachers that incorporates learning ethnic musics. It also calls for pedagogies appropriate to teaching these musics.\"}]","Social Justice and School Music Education in China | PDF",1792082176,15]