Kelly, Stephen M. (2018). Teaching Music In American Society. New York, NY: Routledge.
In chapter 5, Equality of Education, of Teaching Music in American Society, Stephen Kelly discusses equality of opportunity and access in school curricula and student grouping processes, specifically in relation to music education. In particular, Kelly focuses on the often standard processes current in American public schools that classify and segregate students based on percieved ability and talent level, which is often affected by teacher biases. Lower SES (Socio-Economic Status) and individuals and members of racial and ethnic minorities are overrepresented in the "lower" divisions of classes, and there is debate on the structure and role of separate classes. Instead, equally high standards for all students and equal opportunites to explore music making are advocated and explored.
The greatest takeaway I had from "Equality of Education" was the effects of families and socio-economic status on students' self-percieved ability and potential to succeed academically, including music. To me, much of the chapter sounded like an advocation of the Suzuki method - emphasis on nurture over nature and value in the role of families and, as Kelly puts it, other "primary socialization agents" in students' development. Thus, individuals who have been disadvantaged don't have a decreased capacity to learn and develop - due to their various situations, their primary socialization agents have communicated differently about the value of education, and music in particular. It is the teacher's role to invest in all of their students regardless of disadvantaged status, hold them to high standards, and believe in thier potential.
Questions for Dr. Kelly:
Often there are too many students to have in one classroom and there are benefits to having like-ability groups. How could a music teacher divide students by ability level and mitigate the pitfalls of the "tracking" and sorting model?
What are strategies for music teachers to positively involve parents and other primary socialization agents in their students' music learning?