Religious music in the public schools: a policy analysis and critical framework

Abstract

The purpose of this paper is to analyze and discuss current policies and position statements related to religious music and teaching about religion and propose a four-part framework for stakeholders to incorporate or amend policy on religious music in the public schools. The framework is based off of an analysis of sixteen public school district policies, the National Education Association (NEA) Policy on Religion in the Public Schools, and the National Association for Music Education’s (NAfME) Sacred Music in Schools Position Statement. The framework contains the following four themes: a) Religious Expression—I suggest that policy stakeholders clearly state that while religious or non-religious expression may manifest among the students, classrooms are non-devotional spaces that do not promote or inhibit religions; b) Teaching About Religion—I suggest that in their policy and position statements, stakeholders address the context of religious music within the curriculum; c) References—I suggest that stakeholders carefully consider the references they put forth in their policy documents and provide relevant related research, current case law, and statements that consider multiple perspectives within a nonpublic forum; and d) Intercultural Perspective—I suggest that stakeholders develop policies that require an intercultural perspective of religious music in the public schools and avoid language that may serve as a rationale to program mostly Christian music.