Abstract
AbstractThis article examines music programs for at-risk youth and their implications for music education and community music practices. It defines key terms, examines theoretical frameworks related to teaching at-risk youth, and describes practical applications of these frameworks. It discusses philosophies for addressing deviant behavior and controlling modes imposed from the outside to systems of cooperation. It is argued that cooperative systems are effective in facilitating music-making by for at-risk youth. The article concludes with implications for music education, suggestions for advocacy considerations, reflective questions, and a list of additional sources.
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