Call for Papers: The Rise of Divisive Rhetoric in University and K-12 Music Education

Call for Papers: The Rise of Divisive Rhetoric in University and K-12 Music Education

Guest Editors: Kelly Bylica, Sophie Lewis, Diana Hawley

The landscape of education—both in universities and K-12 settings—has increasingly been marked by divisive rhetoric that shapes discourse and impacts learning environments, including those within music education (PEN America, 2023). This rise has notably permeated the realm of music education where discussions around curriculum choices, policies, representation, teacher preparation and agency, and cultural appropriation are often thrust into the limelight (Bylica et al., 2024; Salvador et al., 2023) . This divisiveness is amplified by broader societal tensions, leading to conflicts over what constitutes appropriate content and who gets to decide. Momentum for divisive rhetoric can be connected to social media, political landscapes, celebrity influence, and historical policies, among others. Consequently, music educators across the globe face the challenge of balancing diverse perspectives while fostering respectful and open dialogue among students.

We invite scholars, educators, and practitioners to submit papers for a forthcoming special issue of ACT focused on understanding this phenomenon from three critical perspectives: the historical context, the current landscape, and future implications. Connections to one or more of the ACT action ideals, particularly those related to policy and curriculum, are encouraged, as are perspectives from all countries and contexts.

Possible Themes for Submission:

  1. Historical Context: The Origins of Divisive Rhetoric
    • What historical events, societal shifts, or educational policies have contributed to the rise of divisive rhetoric in music education settings?
    • How have past movements, ideologies, or conflicts shaped current attitudes toward discourse in schools and universities?
    • Theoretically grounded critiques of how individuals and groups in particular historical contexts have pushed agendas related to divisive rhetoric are also welcome.
  2. Current Landscape: Analyzing Today’s Divisive Rhetoric
    • What are the prevailing themes of divisive rhetoric in contemporary music education, and how are they manifesting in classroom discussions, curricula, and institutional policies?
    • How do the nature of social media, political climates, and cultural movements influence the ways students and music educators communicate?
    • What critiques of current trends in music education that influence or are influenced by divisive rhetoric might be offered?
    • Theoretically grounded contributions that explore the impact of divisive rhetoric on student well-being, engagement, and academic performance are also welcome.
  3. Future Implications: Navigating a Path Forward
    • What philosophically informed potential futures do we envision for music education in light of ongoing divisive rhetoric?
    • How can educators, administrators, teacher educators, and policymakers cultivate inclusive and constructive discourse that counters divisiveness?
    • Theoretically grounded proposals for innovative practices, pedagogical frameworks, and community engagement strategies that promote dialogue and understanding are highly encouraged.

Please submit your manuscript as a Word document via e-mail no later than April 1, 2025 to Kelly Bylica at kbylica@bu.edu, copied to the ACT Editor Lauren Kapalka Richerme at lkricher@iu.edu. Submissions should be formatted following the MayDay Group Publication Style Guide and adhere to ACT’s ethical standards.

Please also include a brief abstract (ca. 100–150 words), a short list of keywords, and a 100–150-word biography for each author.

References:

Bylica, Kelly, Hawley, Diana, and Lewis, Sophie. 2024. “Walking on eggshells”” Music education perceptions of agency in times of surveillance and divisive concept laws. Arts Education Policy Review: 1-10.https://doi.org/10.1080/10632913.2024.2357289

Salvador, Karen, Bohn, Andrew, and Martin, Anne. 2023. Divisive con­cepts laws and music education: PK-20 music educators’ perceptions and discourses. Arts Education Policy Review: 1–17. https://doi.org/10.1080/10632913.2023.2286598

PEN America. 2023. America’s censored classrooms 2023. PEN America. https://pen.org/report/americas-censored-classrooms-2023/