Table des matières

• Social Action through Music
• Ambiguity and Ambivalence
• Over-Simplification
• Critique
• Self-Critique, Change, and Conflict
• Representing the Red
• Researching the Red
• Structure of the Book

Part I

• The Red in Brief
• Creating the Red: Juan Guillermo Ocampo
• Changing Direction: Marta Eugenia Arango
• The Social Turn: Rocío Jiménez
• The Social Team’s Diagnosis
• The City Government Takes Charge: Shirley Zuluaga
• Humanizing the Red: Ana Cecilia Restrepo
• The Colombian Turn: Juan Fernando Giraldo
• New Directions in 2017–18
• PBL in Action: San Javier School
• PBL: Other Projects
• A New Vision of SATM
• The Red in Comparative Perspective

• “When Did We Lose the Enchantment?”
• Music and the Social
• Former Student Perspectives
• Music versus the Social
• Intermediaries of Civic Culture
• Staff Training
• Current Student Perspectives
• Social Action versus Pre-Professional Training
• Family and Student Expectations
• Classical versus Popular Music
• Pedagogy
• “Happy Students, Teachers in Adversity”: SATM as Work
• Improvisation
• Conclusion

• Citizenship
• Question Marks over Citizenship
• The Ambiguity of Citizenship
• Citizenship in Latin America
• Action or Activism?
• “Music Education Is Political”
• The Bubble
• The Pipeline
• The Orchestra
• Gender
• Music and Other Arts Education
• Conclusion

• Does SATM Work?
• Evaluations
• The Theory of SATM
• Demographics: Whom Does SATM Serve?
• Family Values
• Exclusion
• Does Music Work?
• Social Change or Social Reproduction?
• Beliefs versus Evidence
• Half a Miracle
• Performing the Medellín Miracle
• Medellín: Creative City
• Conclusion

Part II

• Change in the Red
• SATM in Movement
• A Need for New Models
• The Social in SATM
• Recolonizing or Decolonizing the Ear?
• The Politics of SATM
• Citizenship
• Demographics and Targeting

• Obstacles to Change
• Public Debate and the Circulation of Knowledge
• Higher Music Education
• Resistance
• El Sistema
• International Support
• Dilemmas of Transformation
• Is Music Education Really the Answer?
• A Colonialist Conception of Music Education?
• Is SATM Politically Dangerous?
• Reform or Revolution?

• From Grandiosity to Ambivalence: Reframing SATM
• From Access to Action: Rethinking SATM
• What Might a Latin American SATM Look Like?
• What Might a SATM Look Like That Prioritized the Social?
• What Might an Emancipatory SATM Look Like?
• What Might a Realist SATM Look Like?
• What Might a Sustainable SATM Look Like?
• Conclusion

• COVID-19, Black Lives Matter, and Music Education
• Iconoclasm
• COVID-19, BLM, and Classical Music
• The Red in 2020
• Changing Director, Deepening Reform
• Hope
• Leaving Normality Behind