ABSTRACT
Taking up the challenge to interrogate the violence and hatred that manifests under the guise of neutrality, Warren Churchill and Tuulikki Laes begin the final section of the book by attending to inclusive practices that simultaneously make disability visible in music education and erase persons with disabilities. They argue that the prevalent models of disability in music education serve to pathologise individuals or position them outside of a normative, abled centre. Theorising disability through intersectional invisibility, the ideology of ability, and performativity, the authors challenge the normative binary of centred/decentred, and argue for a more destabilised, critical, perspective on who music education is for and an alertness to hateful ideologies that serve to exclude and silence.
