chapter  13
Facilitating Dissonance: Implications for Social Justice in Music Teacher Education
Pages 17

Student populations in Australian classrooms tend to exhibit more diversity (social, ethnic, economic) than the profiles of their teaching population, which most often reflect those who come from middle-class, Anglo-Saxon backgrounds (Mills 2009). This imbalance is an acknowledged challenge in developing awareness of social justice issues in the teaching population (pre-and in service). Previous work in this area (see Ballantyne and Mills 2008; Mills and Ballantyne 2010) suggests that despite the desire to improve social and learning outcomes for students, pre-service teachers, for example, tend not to demonstrate an ability to enact social justice in the classroom. Ballantyne and Mills (in press), in their systematic review of the literature in the area of music teacher education, found that “immersion or ‘real-life’ experiences of diversity challenges or social justice issues, combined with guided reflection, enable pre-service teachers to confront their own pre-dispositions, which can provide the impetus for changing dispositions.”