From Freire to Green: Thinking Globally, Acting Locally

Drawing on a theoretical background from the sociology of education, this paper considers the work of Bernstein, Bourdieu, Ellul and Freire with respect to issues of social justice in music education. The author proposes that music education holds within its grasp the potential to be a powerful liberatory force. Examining ways forward for music in schools with a goal of social justice, the author examines the possibilities for music educators to \u27think globally, act locally\u27 (Ellul, 1964) to redress issues of social and distributive injustice in and through music education. In particular, the potential of informal pedagogy as emancipatory practice will be discussed. The study will present a critical review of literature reflecting upon the application of sociological theory to music education and social justice. Analysis of empirical research (Folkestad, 2006, Green, 2006, Vakeva, 2006, Westerlund 2006, Wright, 2007) into informal learning as pedagogy will be presented with reflection upon the potential of such studies to serve as illustrations of emancipatory practice in music education. Music in schools has long suffered in many western societies from the label of elitism, the study concludes that music has a crucial role to play in liberatory education and that informal pedagogy provides a vehicle for powerful social change in and through music education. It provides teachers and pupils with the means necessary to \u27think globally and act locally\u27 to empower teachers and pupils and effect societal change