Abstract
Within the context of community organizing, protest songs have historically functioned to educate, motivate, and raise consciousness by affecting listeners both emotionally and intellectually. Such songs can be used in the classroom much as they have been used in practice: to simplify, concretize, and reinforce specific ideologies, and to foster group solidarity. Social work educators can add an emotional component to their classrooms and enhance student learning by teaching historical struggles, protests, and forms of oppression through song. Additionally, by teaching about the ways in which protest music has influenced specific movements and organizations, educators can provide students with opportunities to experience this music as a potential tool for community organizing.
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