chapter  4
Neoliberalism and Symbolic Violence in Higher Music Education
ByMusic Education GARETH DYLAN SMITH
Pages 20

This chapter explores a color line that exist in music education, largely due to political and social context in which schooling takes place, but also through the decisions music educators make in the process of teaching their students. It discusses the race and racism in the context of music education should begin with an examination of racism in one's society. Post-civil rights critical race theorists define racism as a complex system and process of oppression and privilege along the socially constructed lines of race. The chapter fouses on the examination of race and racism in American music education, then, necessitates tolerance for blurred lines among racial and ethnic categories. It remains true that a large population of low-income African American and Latino students do attend public American schools. It presents political and social factors that oppress people of color and lead not only to joblessness, economic instability, and segregated communities but also segregated schools populated with low-income students of color.