Care has re-entered the zeitgeist. In the aftermath of the 2016 U.S. presidential election, #selfcare exploded across media platforms. Beyond this popular focus on self-care rituals, care has also emerged as a driving force within new collective movements. Situating discussions of care within a historical trajectory of feminist, queer, and Black activism, contributors to this special issue consider how individuals and communities receive and provide care in order to survive in environments that challenge their very existence. They explore how trans activists find resilience and vitality through coalitional labor; argue that social movements should expand mutual aid strategies, focusing on solidarity over charity; discuss a neoliberal university wellness culture that seeks to patch up structural care deficits with quick fixes like meditation apps and yoga classes; and more. As the traditionally undervalued labor of caring becomes recognized as a key element of survival, contributors show how radical care provides a roadmap for not only enduring precarious worlds but also envisioning new futures. In the face of state-sanctioned violence, economic crisis, and impending ecological collapse, collective care offers a way forward.

Contributors. Nicole Charles, Elijah Adiv Edelman, Hi‘ilei Hobart, Tamara Kneese, Micki McGee, Leyla Savloff, Cotten Seiler, Dean Spade

Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve our communities in higher education. But, as the essayists in Sound Pedagogy show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, a neoliberal individualist and competitive mindset, and classical music’s white patriarchal roots. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music.

Contributors: Molly M. Breckling, William A. Everett, Kate Galloway, Sara Haefeli, Eric Hung, Stephanie Jensen-Moulton, Mark Katz, Nathan A. Langfitt, Matteo Magarotto, Mary Natvig, Frederick A. Peterbark, Laura Moore Pruett, Colleen Renihan, Amanda Christina Soto, John Spilker, Reba A. Wissner, and Trudi Wright