Challenging Traditional Conceptions of English Curricula & Pedagogy: A Review of Literature on Teaching Critical Literacy through Political Music

Abstract

ABSTRACT In this review, we synthesise literature that draws on ‘political music’ as a curricular and pedagogical tool to support students’ critical literacy development. By using contextually relevant, politically oriented songs, teachers can foster critical literacy opportunities for students to cooperatively and collaboratively engage in ‘reading’, thinking about, and discussing social issues and inequities within their communities and society. The following question guided this review: How does literature describe critical literacy being fostered through political music in PreK-16 classrooms? The literature was organised into the following categories: Historical Precedence of Political Music as Curricula; Current Relevance of Political Music in the Classroom; and Applications of Supporting Critical Literacy through Political Music. The work reviewed suggests that political music can act as a powerful, relevant instructional tool, promoting critical literacy through which students can identify and analyse their own situations, as well as the situations of others around them, and be empowered to engage with their society as democratic citizens and agents of change towards equity and social justice.