Music Education for Social Change: Constructing an Activist Music Education develops an activist music education rooted in principles of social justice and anti-oppression. Based on the interviews of 20 activist-musicians across the United States and Canada, the book explores the common themes, perceptions, and philosophies among them, positioning these activist-musicians as catalysts for change in music education while raising the question: amidst racism and violence targeted at people who embody difference, how can music education contribute to changing the social climate? Music has long played a role in activism and resistance. By drawing upon this rich tradition, educators can position activist music education as part of a long-term response to events, as a crucial initiative to respond to ongoing oppression, and as an opportunity for youth to develop collective, expressive, and critical thinking skills. This emergent activist music education—like activism pushing toward social change—focuses on bringing people together, expressing experiences, and identifying (and challenging) oppressions. Grounded in practice with examples integrated throughout the text, Music Education for Social Change is an imperative and urgent consideration of what may be possible through music and music education.

This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. The chapters in this volume recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contribute to the advancement of the social-psychological model and to research standards in music education. These themes are developed by a stunning cast of music education scholars, including Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia Flowers, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa May, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are presented in three sections: Social-Psychological Advances in Music Education, Social Environments for Music Education, and Advancing Effective Research in Music Education. This collection, edited by Patrice Madura Ward-Steinman, will prove invaluable for students and faculty in search of important research questions and models of research excellence.