- 312 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
About this book
Madness and Distress in Music Education offers an in-depth exploration of mental health and emotional distress in the context of music education, offering new ways of thinking about these experiences and constructing ways to support distress through affirming pedagogy, practices, and policies in music education. Centering the lived experiences of 15 people in a range of roles across music education who self-identify an issue with their mental health, the volume addresses impacts on both students and educators. The author draws on Mad Studies and disability studies to present new paradigms for thinking about Madness and distress in the music context. An essential resource for music educators, music education researchers, and preservice students seeking to understand the complexities of mental health in the music classroom, this book considers how people conceptualize their mental health, how distress impacts participation in music education, how music education may support or exacerbate distress, and what supports for distress can be implemented in music education.
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Information
Table of contents
- Cover
- Half-Title Page
- Title Page
- Copyright Page
- Dedication
- Table of Contents
- Acknowledgments
- Introduction: Madness and Distress in Music Education: Toward a Mad-Affirming Approach
- 1 Just What Is Mad Studies and What Is It Doing in a “Nice” Field Like Music Education?1
- 2 Applying Models from Disability Studies to Experiences of Madness and Distress
- 3 Conceptualizing and Discussing Mental Health Differences
- 4 Benefits of Neurodivergence
- 5 A Question of Visibility: Being “Out” in Music Education
- 6 How Music (Education) Might Harm1
- 7 How Music (Education) Might Help
- 8 Abolition and Distress
- Conclusion: A Mad-Affirming Music Education
- Afterword
- Appendix 1: A Note on Methods
- Appendix 2: A Call for Activism
- Notes on Sources
- Index