Critical Leadership and Music Educational Practice

Abstract

The difference between systemic change and the micro level engagements or modest kinds of successes that teachers hope for is a largely unaddressed issue in music education policy and leadership. This article outlines a few propositions that place the notion of critical leadership as a central element in music and education focusing on the notion that any educative action must amplify our capacity to ‘hear’ others, and empower a sense of autonomy where teachers can expand their ability to enact their speech and see that speech rendered credible by others.