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Relevant bibliographies by topics / Social justice – Songs and music / Books

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Books on the topic 'Social justice – Songs and music'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Rebel musics: Human rights, resistant sounds, and the politics of music making. Montréal: Black Rose Books, 2003.

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2

Songs without music: Aesthetic dimensions of law and justice. Berkeley, Calif: University of California Press, 2000.

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3

Ed, Emery, ed. Songs of the Greek underworld: The Rebetika tradition. London: Saqi, 2000.

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4

Levitin, Daniel J. The World in Six Songs. New York: Penguin USA, Inc., 2009.

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5

Songs of the Vietnam conflict. Westport, Conn: Greenwood Press, 2001.

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6

Advance Interdisciplinary Research in Singing (Project), ed. Island songs: A global repertoire. Lanham, Md: Scarecrow Press, 2012.

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7

Cooder, Ry. Buena Vista Social Club. [Red Bank, N.J.]: World Circuit, 1997.

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8

Howard, Keith. Bands, songs, and shamanistic rituals: Folk music in Korean society. 2nd ed. Seoul: Royal Asiatic Society Korea Branch, 1990.

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9

Smith, Martin. The art of compassion: Stories of music and justice from. London: Hodder & Stoughton, 2008.

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10

The sound of history: Songs and social comment. Oxford, [England]: Oxford University Press, 1988.

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11

Moyle, Richard M. Songs from the second float: A musical ethnography of Takü Atoll, Papua New Guinea. Honolulu: University of Hawai'i Press, 2007.

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12

Eastern African popular songs: Verbal art in states of transformation. Trenton, NJ: Africa World Press, 2011.

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13

Scott, Derek B. The singing bourgeois: Songs of the Victorian drawing room and parlour. 2nd ed. Aldershot, Hampshire: Ashgate, 2001.

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14

Yamada, Yōichi. Songs of spirits: An ethnography of sounds in a Papua New Guinea society. Boroko: Institute of Papua New Guinea Studies, 1997.

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15

Mcdonald, Milimo, and Zambia. Ministry of Finance and National Planning., eds. Adaptation of HIV /AIDS awareness lyrics into traditionally institutional songs in Zambia. Zambia: Republic of Zambia, Ministry of Finance and National Planning, 2005.

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16

The social background to secular medieval Latin song. Ottawa, Canada: The Institute of Mediæval Music, 1998.

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17

Angelic airs, subversive songs: Music as social discourse in the Victorian novel. Athens: Ohio University Press, 2002.

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18

Palmer, Roy. The sound of history: Songs and social comment. Oxford: Oxford University Press, 1988.

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19

Keith, Howard. Bands, songs, and shamanistic rituals: Folk music in Korean society. 2nd ed. Seoul: Royal Asiatic Society, Korea Branch, 1990.

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20

Howard, Keith. Bands, songs, and Shamanistic rituals: Folk music in Korean society. Seoul: Royal Asiatic Society, Korea Branch, 1989.

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21

Keith, Howard. Bands, songs, and shamanistic rituals: Folk music in Korean society. 2nd ed. Seoul: Royal Asiatic Society Korea Branch, 1990.

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22

Vieni o maggio: Canto sociale, racconti di magia e ricordi di lotta della prima metà del XX secolo nella Bassa novarese. Novara: Interlinea, 2009.

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23

Kulkarni, Neil. Hip hop: Bring the noise : the stories behind the biggest songs. New York, NY: Thunders Mouth Press, 2004.

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24

These songs tell about our life, you see: Music, identity and gender in Finnish Romani music. Frankfurt am Main: Peter Lang, 2015.

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25

Levitin, Daniel J. The world in six songs: How the musical brain created human nature. New York: Dutton, 2008.

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26

Cries of joy, songs of sorrow: Chinese pop music and its cultural connotations. Honolulu: University of Hawaii Press, 2010.

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27

Hendrickson, Charles Cyril. Social dances from the American Revolution. Sandy Hook, Conn: The Hendrickson Group, 1992.

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28

Tarleton, Robert S. The spirit of Kappa Alpha: The oldest Greek-letter social fraternity in prose, poetry, and picture. New York: John Hart Hunter Press, 1993.

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29

Gupta, Partha Sarathi. Music and political consciousness: Regional, pan-Indian, and communal : a critical study of D.L. Roy and Nazrul Islam. New Delhi: Nehru Memorial Museum and Library, 1989.

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30

Yīhʹāṅ, Chay. Samdech Hun Sen: Political thought, arts conservation social development and 115 songs. Phnom Penh: [s.n.], 2007.

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31

Bo, shir ʻIvri: Shire Erets Yiśraʾel : hebeṭim muziḳaliyim ṿe-ḥevratiyim. Ḥefah: Hotsaʾat ha-sefarim shel Universiṭat Ḥefah, 2006.

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32

Rose, Forrest. Forrest Rose: A life in words and music : select columns and songs. Iowa City, Iowa: Earl and Marilyn Rose, 2006.

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33

Grano, Antonio. Trattato di sociologia della canzone classica napoletana. Campobasso: Palladino, 2004.

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34

Lieblose Lieder: "und fragst Du mich, was mit der Liebe sei" : das "sozialkritische" Liebeslied. Bern: P. Lang, 1997.

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35

Ṣinfāwī, Fatḥī ʻAbd al-Hādī. Madkhal ilá dirāsat al-maʾthūrāt al-shaʻbīyah al-ghināʾīyah: Al-fulklūr al-ghināʾī. [Cairo]: al-Majlis al-Aʻlá lil-Thaqāfah, 2001.

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36

Kizildemir, Zülfü. Das ethnische Lied als Medium kultureller Selbstbehauptung: Das kurdische (Volks-)lied in seinen sozialen, politischen und kommunikativen Funktionen. Münster: Agenda Verlag, 1995.

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37

Sounds of articulating identity: Tradition and transition in the music of Palau, Micronesia. Berlin: Logos Verlag, 2008.

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38

Institute, International African, ed. Songs of the women migrants: Performance and identity in South Africa. Edinburgh: Edinburgh University Press for the International African Institute, 1999.

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39

Benedict, Cathy. Music and Social Justice. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190062125.001.0001.

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This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

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40

Music Is Power: Popular Songs, Social Justice and the Will to Change. Rutgers University Press, 2019.

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41

Music, Song, Dance, Theater: Broadway Meets Social Justice Youth Community Practice. Oxford University Press, Incorporated, 2017.

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42

Hayas, Alysia. Music and the popular imagination: Chilean protest music 1965-78. 2001.

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43

Impey, Angela. Song Walking: Women, Music, and Environmental Justice in an African Borderland. University of Chicago Press, 2018.

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44

Song Walking: Women, Music, and Environmental Justice in an African Borderland. University of Chicago Press, 2018.

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45

Rebel Musics: Human Rights, Resistant Sounds, and the Politics of Music Making. Black Rose Books, 2019.

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46

Fischlin, Daniel, and Ajay Heble. Rebel Musics: Human Rights, Resistant Sounds, and the Politics of Music Making. Black Rose Books, 2019.

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47

(Editor), Daniel Fischlin, and Ajay Heble (Editor), eds. Rebel Musics: Human Rights, Resistant Sounds, and the Politics of Music Making. Black Rose Books, 2003.

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48

Rebel musics: Human rights, resistant sounds, and the politics of music making. Montréal: Black Rose Books, 2003.

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49

Rebel Musics: Human Rights, Resistant Sounds, and the Politics of Music Making. Black Rose Books, 2004.

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50

de Quadros, André. Community Music Portraits of Struggle, Identity, and Togetherness. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.14.

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Abstract:

This chapter explores identity, struggle, and inclusion in three contrasting settings: in American prisons and in community music projects in two vastly different locations and situations in Mexico and Palestine. The chapter relates this exploration to the Empowering Song approach developed in the United States in Boston, Massachusetts. This approach, born in the oppressive context of American prisons, and possessed of general music education approaches, has developed into a model for community music where social justice, enquiry, personal transformation, and community bonding are sought. In all three settings described in this chapter, identity, struggle, and inclusion are key elements through which the author interrogates and examines the artistic, pedagogical, and communal processes through a narrative style.

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