Madness and Distress in Music Education

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 and practices in music education.

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.

Autorentext

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.

Klappentext

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 and practices in music education.

Zusammenfassung
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 and practices in music education.

Inhalt

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