authentic problem-based projects, and I hope to allow space in my curricula for student choice of content and experiences. DeLorenzo’s students and I left her class- room committed to reimagining our teaching towards social justice using the new tools of our trade.


Notes 1 Beginning on June 16, 1976, Sowetan students challenged


the introduction of Afrikaans as an instructional language in South Africa. Upwards of 20,000 student protestors were met with severe police brutality. Mortality estimates run as high as 700 students.


2 The graphs in question can be found at https://nca2018. globalchange.gov/chapter/1/#fig-1-2


For Further Reading DeLorenzo, L. C. (2019). Teaching music: The urban experience. Routledge.


DeLorenzo, L. C. (2016). Giving voice to democracy in music education: Diversity in social justice. Routledge. DeLorenzo, L. C. (2012). Sketches in democracy:


Notes from an urban classroom. Rowan and Littlefield Education.


References DeLorenzo, L. C. (2012). Sketches in democracy: Notes


from an urban classroom. R&L Education. Raywid, M. A. (1995). A teacher’s awesome power.


In Ayers. W. (Ed.), To become a teacher: Making a differ- ence in children’s lives (pp. 79-85). Teachers College Press.


TED. (2017, November). Sydney Chaffee: How


teachers can help kids find their political voices [Video]. TED Conferences. https://www.ted.com/talks/sydney_ chaffee_how_teachers_can_help_kids_find_their_politi- cal_voices/transcript?language=en


Music Education Advocacy Resource Kit for Fall 2020


bit.ly/NAfMEMusicEdAdvocacyResources (case-sensitive)


JANUARY 2021


35


TEMPO


• Why It’s Essential • Hygiene • Research • Guidance • Social-Emotional Learning


• Advocacy • Action


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