A new issue of Action, Criticism, and Theory for Music Education, 20 (2), is now available online at http://act.maydaygroup.org/current-issue/ . This issue offers an interesting and provocative range of perspectives related to concepts of democracy in music education. The articles, each in their own way, challenge commonplace notions about democratic education. Lauri Väkevä interrogates democracy within Finnish extra-curricular music programs through the lens of epistocracy. Patrick Schmidt wrestles with issues of vocality in policies to indigenize curricula emerging from Canada’s Truth and Reconciliation Commission and the complex relationship to managerial forms of democracy. Cathy Benedict troubles our assumptions about school as a “religion-free zone,” and Panagiotis Kanellopoulos raises concerns about the implications of free improvisation in music education when interpreted as “too much democracy.” The four authors draw on a range of philosophers and perspectives. The editorial by Deb Bradley introduces and frames the perspectives addressed in the issue. The MayDay Group invites you to read the issue and comment on our Facebook page or on Twitter. We hope to generate some interesting discussion from the concerns raised in this issue.
