Abstract
ABSTRACT There has been a growing realisation in social justice literature that there are barriers to music teaching and learning, privileging certain musics and certain people. Recent writings suggest that practice-near perspectives may provide valuable insights into the particularities and complexities of social (in)justice within music education. Despite that, the use of action research and autoethnography in the field of music education has been slow to catch on. In this duoethnographic study, the authors explore the contextual and situated expressions of social justice in music education through their own practitioners’ stories. The authors suggest that listening to life stories of self and others can offer new textures of understanding regarding social justice and ourselves as its agents. As such, this study moves beyond a focus on what social justice look like and how it might be achieved to highlighting the experiences of social-justice practitioners as an essential way of knowing.
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