Madness and Distress in Music Education

Toward a Mad-Affirming Approach

Juliet Hess (Michigan State University, USA)

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English

Routledge
12 April 2024

Music; Moral & social purpose of education; Teaching of a specific subject; Psychotherapy; Educational: Music

Madness and Distress in Music Education offers an in-depth exploration of mental health and emotional distress in the context of music education, offering new ways of thinking about these experiences and constructing ways to support distress through affirming pedagogy, practices, and policies in music education. Centering the lived experiences of 15 people in a range of roles across music education who self-identify an issue with their mental health, the volume addresses impacts on both students and educators. The author draws on Mad Studies and disability studies to present new paradigms for thinking about Madness and distress in the music context. An essential resource for music educators, music education researchers, and preservice students seeking to understand the complexities of mental health in the music classroom, this book considers how people conceptualize their mental health, how distress impacts participation in music education, how music education may support or exacerbate distress, and what supports for distress can be implemented in music education.

By: Juliet Hess (Michigan State University USA)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm,
Weight: 420g
ISBN: 9781032662787
ISBN 10: 1032662786
Pages: 302
Publication Date: 12 April 2024
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Introduction: Madness and Distress in Music Education: Toward a Mad-Affirming Approach Ch. 1 – Just What Is Mad Studies and What Is It Doing in a “Nice” Field Like Music Education? Ch. 2 – Applying Models from Disability Studies to Experiences of Madness and Distress Ch. 3 – Conceptualizing and Discussing Mental Health Differences Ch. 4 – Benefits of Neurodivergence Ch. 5 – A Question of Visibility: Being “Out” in Music Education Ch. 6 – How Music (Education) Might Harm Ch. 7 – How Music (Education) Might Help Ch. 8 – Abolition and Distress Conclusion: A Mad-Affirming Music Education Afterword Appendix 1 – A Note on Methods Appendix 2 – A Call for Activism

Juliet Hess is Associate Professor of Music Education at Michigan State University. She is the author of Music Education for Social Change and co-editor of Trauma and Resilience in Music Education.