Pedagogical Identities and Social Justice: Perspectives of University Students in Music Teacher Education

Abstract

Given the polysemic nature of social justice, at least two pedagogical identities have been established in the field of music education. Specifically, the corporate identity entails technical pedagogies that leave little room for reflection, while the activist identity points toward the development of political agency. The aim of this study is to explore the pedagogical identity fostered through social justice in initial music teacher education programs. A multiple case study was conducted, using the Social Justice in Music Teacher Education Survey with 48 university students enrolled in three Chilean universities. Results reveal that, according to participants’ perceptions, corporate identity is predominantly encouraged, as issues of social justice are scarcely addressed in university courses, to the extent that the school system is idealized. In conclusion, university programs do not promote the development of an activist identity committed to social justice.