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                   Issue Number 5; Spring 2008

(Note: GEMS has moved to http://library.queensu.ca/ojs/index.php/gems/.
Please click the link above for the most recent issue of GEMS.

Reviews Author Biographies Pedagogical Spotlights Feature Articles

Editorial Introduction: GEMS No. 5

Featuring the work of emerging scholars, it is likely no accident that this issue resonates with the notion of voice. In her article, "Women Sing, Women Lead," Kay Kleinerman traces the ways in which women have historically claimed voice to provide context for her study of the role of singing in women's lives. Conversely, Colleen Whidden, in her article, "The Injustice of Singer/Non-Singer labels by Music Educators," investigates how women participating in her study were silenced by negative school music experiences and labeling practices of some music educators and other adults who were important in their youth. Katie Carlisle speaks specifically to issues related to student voice in traditional ensemble-based music education programmes in her article, "Exploring Co-Implicity," while Jenna Moore, in her article, "The Impact of Participation in School Choirs on the Construction of Gender Identity," uses autobiographical narrative to speak directly of her own contrasting experiences in school bands as a trombonist and later in school choirs as a singer. Finally, Adria Hoffman, in her article, "Gender, Achievement, and Identity," discusses the impact of gender on identity formation and music learning in her exploratory study involving grade 6 band students.

The Pedagogical Spotlight in this issue is taken by Brenda Joy Lem as she describes her taiko drumming ensemble, Inner Truth Taiko Dojo.

All of these articles deal with salient feminist issues that are often cast today as concerns of social justice. What makes these issues feminist, of course, is not so much that they deal with women or social-emotional climates and spaces commonly associated with women, but because they seek to identify instances of oppression and injustice, reveal assumptions on which they are based and processes by which they work, and offer alternatives that would quite literally 'help' as Elizabeth Grosz suggests in her 1995 book, Space, Time, Perversion: Essays on the Politics of Bodies. That interest in social justice finally foregrounds and centres feminism in music education and music education research in a way that 25 years of feminist theorizing could not do, is perhaps, its own form of justice.


Elizabeth Gould, editor

 

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