ABSTRACT
A critical pedagogy of place is harmonious with philosophy on soil to the extent to which ecological justice is a critical issue that arises in the classroom, and where local places, the places of people living in "the margin", are respected and loved. The distinction between space and place is useful in cultivating a philosophy on soil, because it is people's lived experiences, cultivating ecological consciousness, that are the starting point for eco-literate music pedagogy. The commons can provide music educators with an opportunity to understand the ecological crises. Soundscape diversity may or may not be a problem to be addressed by music educators, but there seems to be an opening owing to understandings of timbre, texture, and other musical elements musicians consider. Even without the music education industry, the music industry educates children every day, transforming "people into interchangeable morsels of population, ruled by the laws of scarcity".
