Race, Erasure, and Equity in Music Education Conference
A conference sponsored by the International Consortium on Equity in Music Education (CRÈME)
October 20-23, 2010
University of Wisconsin–Madison
University of Wisconsin-Madison
“Learning to Sing Our Sacred Songs:
Discontinuities and Disjunctures in Music(s)
In and Out of School”
Go to Keynote Address
University of Illinois/Urbana-Champaign
“Reconstructing Race and Education in the Class Conquest of the City and the University in the Era of Neoliberalism and Globalization”
Go to Keynote Address
“The Invisible Weight of Whiteness:
The Racial Grammar of Everyday Life in Amerika”
Go to Keynote Address
The Consortium for Research on Equity in Music Education (CRÈME) is committed to advancing the cause of equity and social justice in music education. The conference Race, Erasure, and Equity in Music Education brings together scholars, researchers, educators, artists, and activists to encourage, promote, and disseminate new scholarship regarding the intersections of equity, diversity, and social justice issues in music education. The conference seeks to explore how these issues operate within music education in terms of research, curricula, teacher preparation, and the musical lives of individuals.
A primary purpose of this conference is to foster interdisciplinary dialogue between researchers in music education and three prominent race scholars in multicultural education, educational policy studies, and sociology: Eduardo Bonilla-Silva (Duke University), Gloria Ladson-Billings (University of Wisconsin-Madison), and Cameron McCarthy (University of Illinois at Urbana-Champaign). It seeks to further the scholarly efforts brought forth by the Musica Ficta conference at the University of Toronto in January 2008, and by the First International Conference on Equity and Social Justice in Music Education, held at Teachers’ College, Columbia University, in October 2006.
This is the first official CRÈME colloquium and one of only a few music education conferences ever to have focused exclusively on equity and social justice issues. “Race, Erasure, and Equity in Music Education” will partially overlap with the annual Committee on Institutional Cooperation Music Education Research Conference (CIC), which will be held at UW-Madison on October 20-22, 2010. CIC members will be given the opportunity to register for both conferences concomitantly.
All sessions will take place on the beautiful campus of the University of Wisconsin-Madison. General information related to registration, housing, and parking will be posted at this site as it becomes available.
The conference is sponsored by the International Consortium for Research on Equity in Music Education (CRÈME), in collaboration with the Department of Curriculum and Instruction, the School of Music, and the Division of Continuing Studies at the University of Wisconsin-Madison.
About Keynote Speakers
is the Kellner Family Professor of Urban Education in the Department of Curriculum & Instruction, and a faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin-Madison. She is a former president of the American Educational Research Association. She received her Ph.D. in Curriculum & Teacher Education from Stanford University.
Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children, and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, as well as numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards.
Her work has won numerous scholarly awards, including the H. I. Romnes faculty fellowship, the Spencer Post-doctoral Fellowship, and the Palmer O. Johnson Outstanding Research Award. In 2002 she was awarded an honorary doctorate from Umeå University in Umeå, Sweden and in 2003-04 was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. She is the 2004 recipient of the George and Louise Spindler Award for ongoing contributions in educational anthropology, given by the Council on Anthropology & Education of the American Anthropological Association. In 2005 she was elected to the National Academy of Education, and in 2008 she received the Hilldale Award, the highest faculty award given at the University of Wisconsin-Madison. In that same year she received the Distinguished Service Award from Teachers College, Columbia University. During the 2008-09 academic year she was the Louise Baron Hilton Distinguished Visiting Scholar at the College of Human Sciences at Iowa State University, Ames, Iowa.
Cameron McCarthy is University Scholar and Communications Scholar in the Department of Educational Policy Studies at the University of Illinois at Urbana-Champaign, where he teaches mass communications theory and cultural studies. McCarthy also holds appointments in the Institute of Communications Research and in the Unit for Criticism and Interpretive Theory. He received a B.A. in English Literature and Political Science from University of West Indies in Cave Hill, Barbados, and a master’s degree in International Studies in Education from the University of Alberta. He received his Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison.
McCarthy has been a visiting scholar and lecturer at Jesus College, the University of Cambridge; York University; the University of Western Ontario; the University of Newcastle; Monash University; University of Salamanca, Spain; and the University of Queensland. He has published widely on topics related to post-colonialism, problems with neo-Marxist writings on race and education, institutional support for teaching, and school ritual and adolescent identities. His work has appeared in journals such as Harvard Educational Review, Oxford Review of Education, and the British Journal of the Sociology of Education, among others.
He has authored or co-authored many books, including Race and Curriculum; Multicultural Curriculum: New Directions for Social Theory, Practice and Policy; and Reading and Teaching the Postcolonial: From Baldwin to Basquiat and Beyond. With his graduate students, McCarthy has published Foucault, Cultural Studies and Governmentality; and Race, Identity and Representation in Education, among others. He co-edited the collection Globalizing Cultural Studies, and his latest book (co-edited with Cathryn Teasley) is Transnational Perspectives on Culture, Policy, and Education: Redirecting Cultural Studies in Neoliberal Times. With Angharad Valdivia, he co-edits the “Intersections in Communication and Culture” book series. During the 2008-09 academic year, McCarthy was a distinguished visiting professor in the Department of English and Communications Studies at the Saint Louis University of Madrid, Madrid, Spain.
Eduardo Bonilla-Silva received his B.A. in sociology and economics at the University of Puerto Rico-Río Piedras campus; he received his M.A. and Ph.D. at the University of Wisconsin-Madison. Prior to coming to Duke, he held positions at the University of Michigan (1993-98) and Texas A&M University (1998-2005).
Bonilla-Silva gained visibility in the social sciences with his 1997 American Sociological Review article, “Rethinking Racism: Toward a Structural Interpretation,” where he challenged social analysts to analyze racial matters from a structural perspective rather than from the sterile prejudice perspective. His research has appeared in such journals as Sociological Inquiry, Racial and Ethnic Studies, Race and Society, Discourse and Society, Journal of Latin American Studies, Contemporary Sociology, Critical Sociology, and Research in Politics and Society, among others. He has published four books: White Supremacy and Racism in the Post-Civil Rights Era (co-winner of the 2002 Oliver Cox Award), Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States (2004 Choice Award), White Out: The Continuing Significance of Racism (with Ashley Doane), and most recently, White Logic, White Methods: Racism and Social Science (with Tukufu Zuberi), which received the 2009 Book Award from the American Sociological Association’s Section on Racial and Ethnic Minorities. He is currently working on three book projects: Anything but Racism: How Social Scientists Minimize the Significance of Racism, The Invisible Weight of Whiteness: The Racial Grammar of Everyday Life, and a viewpoint textbook project on race and ethnic relations (with David G. Embrick).
Bonilla-Silva lectures on racial and ethnic matters across the U.S. and internationally. His most recent presentations have been on the connections between the discourses of citizenship, democracy, and human rights; the Latin Americanization of racial stratification in the U.S., and on the meaning and significance of the political ascendancy of Barack Obama. This year he will also lecture on racial grammar, as well as on the diversity challenge for HWCUs (historically white colleges and universities).
He is the recipient of the 2007 Lewis Coser Award given by the Theory Section of the American Sociological Association for Theoretical-Agenda Setting. In 2008 he delivered the Association’s keynote address at their annual meeting; the talk focused on Bonilla-Silva’s work on racial grammar.
Location: The CRÈME Conference on Race, Erasure, and Equity in Music Education is held on the University of Wisconsin-Madison campus in various locations situated around the Library Mall bordered by State Street, Lake Street, Langdon Street, and Park Street. Detailed maps will be mailed with registration confirmation.
Hours: The conference begins at 9:00 am on Thursday, October 21 (check-in starting at 8:00 am) and concludes on Saturday, October 23 at 5:00 pm. Participants may also check in on Wednesday evening at the Welcome Reception starting at 6:00 pm.
Transportation: Madison is served by the Dane County Regional Airport and most major airlines. By car, Madison is approximately 70 minutes from Milwaukee’s Mitchell International Airport and 2-1/2 hours from Chicago O’Hare International Airport. Quality bus service is provided from both airports directly to the UW-Madison campus near the Conference site.
From Milwaukee: Visit http://www.badgerbusonline.com/ticketing/BasicSchedule.aspx for the Badger Coaches bus schedule to and from Mitchell International Airport to Madison Memorial Union. One-way ticket is $22 on-site purchase; $20.50 advance online purchase.
From Chicago: Visit http://www.coachusa.com/vangalder/ss.tickets.asp for the Van Galder (Coach USA) bus schedule to and from Chicago O’Hare International Airport to Madison Memorial Union. One-way ticket is $27; round-trip $54.
Housing: Room blocks in several hotels in the area are available, ranging in price from $94 – $140 per night. Detailed map of hotel locations and registration information.
Meals: Madison is known for its excellent restaurant scene, and the Conference site is in close proximity to some of its best casual, fast food, and fine dining restaurants.
Parking: All conference hotels have on-site parking availability. A campus parking permit may be purchased directly through the UW-Madison Transportation Department. A reservation form will be supplied upon registration. Hourly parking is also available near the Conference site (not for overnight parking).
Fees: The Conference registration fee is $125 ($75 for full-time college or university students). A pro-rated registration fee of $55 per day is available ($35 for college students). A $40 non-refundable deposit is required to secure registration, with the balance due upon arrival.
For information related to the CRÈME Conference program and schedule:
Dr. Julia Koza
Dr. Deborah Bradley
Download the registration form (33kb PDF)
For information about CRÈME Conference registration and general information:
Dr. Chelcy Bowles
Download the Revised Conference Schedule (51kb PDF)
Deborah Bradley (Conference Co-Chair) is an adjunct professor of Music Education at the University of Toronto, where she teaches courses in the music teacher education program and in the Master’s of Sacred Music program. From 2006 – 2010, she was an assistant professor in the Department of Curriculum and Instruction, and the School of Music, at the University of Wisconsin-Madison. She completed her Ph.D. at the Ontario Institute for Studies in Education of the University of Toronto. Her dissertation, “Global Song, Global Citizens? Multicultural Choral Music Education and the Community Youth Choir: Constituting the Multicultural Human Subject,” investigated the performativity of world music choral curriculum in adolescent identity construction, leading in some circumstances to what she terms an emerging multicultural human subjectivity. From 2001-05, Bradley received the coveted Social Sciences and Humanities Research Council of Canada (SSHRCC) doctoral fellowship. She earned both an M. Mus. and B. Mus. from the University of Toronto. She taught music education courses at the University of Toronto from 1997-2005 and taught both choral and general music in Toronto area schools. Her research focuses on antiracism pedagogy and praxis in music education and has been published in Action, Criticism, and Theory for Music Education; Philosophy of Music Education Review; and Music Education Research; and she has contributed chapters to the books Diverse Methodologies in Music Education Research, and Exploring Social Justice: How Music Education Might Matter. She is the author of Make Every Note Beautiful: A Case Study of the Artistic Pedagogy of Douglas Bodle, published by the Canadian Music Education Research Centre.
Teryl Dobbs (Conference Co-Chair) is an assistant professor in the School of Music, and the Department of Curriculum and Instruction, at the University of Wisconsin-Madison. She holds a Ph.D. in Music Studies-Music Education from Northwestern University. Her research interests include discourse analysis within multiple music learning and teaching contexts; theoretical, ethical, and pedagogical aspects surrounding musical representations of trauma, particularly those connected with the Holocaust, traumatic realism, and secondary witnessing; interrogating notions of ability, disability, giftedness, and talent within music education through the lens of disability theory/studies; and preservice music educators’ constructions of teaching identity and praxis. Publications include her chapter in Diverse Methodologies in the Study of Music Teaching and Learning (2008), The Mountain Lake Reader (2009), and a forthcoming issue of the Bulletin of the Council of Research in Music Education. She maintains an active conference presentation schedule both nationally and internationally; she also regularly serves as a consultant and sits on review boards for publications. A veteran music educator with over twenty years of teaching experiences in instrumental, general, and choral music, Dobbs is an active clinician, choosing to focus this work primarily with middle school musicians. She remains active in community and regional performing ensembles as a flutist and mezzo soprano.
Julia Eklund Koza (Conference Co-Chair) is a professor in the Department of Curriculum and Instruction, and the School of Music, at the University of Wisconsin-Madison. In addition, she is a faculty affiliate in the Women’s Studies Program and has served as Chair of the Music Education Area since 1998. She teaches in the areas of music education and multicultural education. Koza holds a B.A. in music from St. Olaf College, a master’s degree in music from the University of Iowa, and a Ph.D. in music from the University of Minnesota. Her widely published research focuses on equity and social justice issues in education, music, and music education, as well as on corporate influence on music education policy. Her work has appeared in the Musical Quarterly, Journal of Research in Music Education, Philosophy of Music Education Review, Bulletin of the Council for Research in Music Education, Review of Education/Pedagogy/Cultural Studies, Educational Foundations, the Quarterly, and Music Educators Journal. Author of chapters in a number of edited collections and of the bookStepping Across: Four Interdisciplinary Studies of Education and Cultural Politics, she is currently working on a new book that examines Carl Seashore’s involvement in the American eugenics movement. She has served on the editorial board of several scholarly journals, including the Journal of Research in Music Education, the Quarterly, the Bulletin of the Council for Research in Music Education, and GEMS. Professor Koza began her teaching career in River Falls, Wisconsin, where she taught choral and general music in the public schools.
Chelcy Bowles (Program Director) is a professor of music and Director of Continuing Education in Music at the University of Wisconsin-Madison, where she directs the community adult music education program and professional development experiences for music teachers and performers, and the Madison Early Music Festival. She holds a Ph.D. in Music Education from University of Texas at Austin, and has taught at the elementary, secondary, university, and continuing adult levels. Her professional focus is lifelong learning in music; her related work has been presented at major professional conferences and has appeared in research and professional journals, including Journal of Research in Music Education, Journal of Music Teacher Education, International Journal of Community Music, Southeastern Journal of Music Education, Update: The Applications of Research in Music Education, and American String Teacher. She currently serves on the editorial boards of International Journal of Community Music and American String Teacher, and formerly served on the board of Update: The Applications of Research in Music Education. She is the co-founder and former chair of MENC’s Adult and Community Music Education Special Research Interest Group, and serves on the steering committee of the North American Coalition for Community Music. She has had a concurrent career as a harpist, and is editor and co-author of A Harp in the School: A Guide for School Ensemble Directors and Harpists.
Adam Harry (Project Assistant) is a doctoral student in Curriculum and Instruction at the University of Wisconsin-Madison. Prior to pursuing graduate study, he taught high school instrumental music and music theory for four years in Mosinee, WI, and Oconomowoc, WI. In 2007-2008 he was the director of a UW-Madison University Band. His research interests include exploring the convergence of race and constructions of (dis)ability and its implications for notions of success and failure in music education. Additionally, he is interested in exploring the possibilities of democratic schooling methods and universal instructional design for promoting equity and social justice within the classroom.
Call for Papers
Race issues in music education will be the primary focus of the conference; nevertheless, we welcome proposals for papers on any equity or social justice issue in music education. The conference will include two session formats: (1) individual paper sessions (25 minutes per presenter plus time for discussion at the end of each session), and (2) round table sessions (up to 5 papers in a 90-minute time slot).
If you are proposing a paper, please send the following:
1) An abstract file including
- Paper title
- A detailed abstract of the proposed paper (maximum of 750 words in English),
- One paragraph (maximum 100 words) describing how the proposal fits the major themes of the conference and will forward scholarly thinking within music education on issues of equity and social justice.
2) A separate cover page including
- Paper title
- Author’s (or coauthors’) name
- Author’s title
- Institutional affiliation
- E-mail address
- Preferred session format:
- Paper session
- Round table session
- Any requirements you may have regarding assistance in making your presentation accessible, as provided for by the Americans with Disabilities Act.
- Any technical requirements (projector, screen, CD player, speakers, and so forth).
Proposals due by midnight, February 15, 2010, and should be submitted electronically to Dr. Teryl Dobbs at email@example.com. Only electronic submissions will be considered. All proposals will be blind reviewed by a panel of qualified scholars. Submitters will be notified of the reviewers’ decision no later than March 31, 2010.