oa Riot grrrls and shredder bros: Punk ethics, social justice and (un)popular popular music at School of Rock

References

1. Ali, Nyala. ( 2012;), ‘ From riot grrrl to Girls Rock Camp: Gendered spaces, musicianship and the culture of girl making. ’, Networking Knowledge, 5:1, pp. 141–60.
   [Google Scholar]
2. Bayton, Mavis. ( 1997;), ‘ Women and the electric guitar. ’, in S. Whiteley. (ed.), Sexing the Groove: Popular Music and Gender, London:: Routledge;, pp. 37–49.
   [Google Scholar]
3. Björck, Cecilia. ( 2013;), ‘ A music room of one’s own: Discursive constructions of girls-only spaces for learning popular music. ’, Girlhood Studies, 6:2, pp. 11–29.
   [Google Scholar]
4. Bowman, Wayne D.. ( 2007;), ‘ Who’s asking? (Who’s answering?): Theorizing social justice in music education. ’, Action, Criticism, and Theory for Music Education, 6:4, pp. 1–20.
   [Google Scholar]
5. Cabedo Mas, Alberto, and Narita, Flávia Motoyama. ( 2011;), ‘ Music education and the construction of musical knowledge in Spain and Brazil. ’, International Journal of Arts in Society: Annual Review, 6:4, pp. 159–68.
   [Google Scholar]
6. Dale, Pete. ( 2017), Engaging Students with Music Education: DJ Decks, Urban Music and Child-Centred Learning, London:: Routledge;.
   [Google Scholar]
7. Downes, Julia. ( 2012;), ‘ The expansion of punk rock: Riot grrrl challenges to gender power relations in British indie music subcultures. ’, Women’s Studies, 41:2, pp. 204–37.
   [Google Scholar]
8. Ferm Almqvist, Cecilia. ( 2016;), ‘ Becoming a guitar playing woman: The risk of unequal gender role conservation in non-formal ensemble music education. ’, in R. Wright,, B. A. Younker, and C. Beynon. (eds), 21st Century Music Education: Informal Learning and Non-Formal Teaching Approaches in School and Community Contexts, Waterloo:: Canadian Music Educators’ Association;, pp. 21–38.
   [Google Scholar]
9. Georgii-Hemming, Eva, and Westvall, Maria. ( 2010;), ‘ Music education: A personal matter? Examining the current discourses of music education in Sweden. ’, British Journal of Music Education, 27:1, pp. 21–33.
   [Google Scholar]
10. Giffort, Danielle M.. ( 2011;), ‘ Show or tell? Feminist dilemmas and implicit feminism at girls’ rock camp. ’, Gender and Society, 25:5, pp. 569–88.
    [Google Scholar]
11. Goffman, Erving. ( 1974), Frame Analysis: An Essay on the Organization of Experience, Harmondsworth:: Penguin Random House;.
    [Google Scholar]
12. Gottlieb, Joanne, and Wald, Gayle. ( 1994;), ‘ Smells like teen spirit: Riot grrrls, revolution and women in independent rock. ’, in A. Ross, and T. Rose. (eds), Microphone Fiends: Youth Music and Youth Culture, New York:: Routledge;, pp. 250–74.
    [Google Scholar]
13. Green, Lucy. ( 2001), How Popular Musicians Learn: A Way Ahead for Music Education, Aldershot:: Ashgate;.
    [Google Scholar]
14. Green, Lucy. ( 2008), Music, Informal Learning and the School: A New Classroom Pedagogy, Farnham:: Ashgate;.
    [Google Scholar]
15. Gregory, Georgina. ( 2017;), ‘ Rocking against patriarchy: Single-sex solutions for female musicians. ’, Journal of Popular Music Education, 1:2, pp. 183–97.
    [Google Scholar]
16. Hess, Juliet. ( 2015;), ‘ Upping the “anti-”: The value of an anti-racist theoretical framework in music education. ’, Action, Criticism, and Theory for Music Education, 14:1, pp. 66–92.
    [Google Scholar]
17. Hess, Juliet. ( 2019), Music Education for Social Change: Constructing an Activist Music Education, New York:: Routledge;.
    [Google Scholar]
18. Hill, Rosemary Lucy. ( 2011;), ‘ Is emo metal? Gendered boundaries and new horizons in the metal community. ’, Journal for Cultural Research, 15:3, pp. 297–313.
    [Google Scholar]
19. Hill, Rosemary Lucy. ( 2016), Gender, Metal and the Media: Women Fans and the Gendered Experience of Music, London:: Palgrave Macmillan;.
    [Google Scholar]
20. Johansson, K. G.. ( 2004;), ‘ What chord was that? A study of strategies among ear players in rock music. ’, Research Studies in Music Education, 23:1, pp. 94–101.
    [Google Scholar]
21. Jorgensen, Estelle R.. ( 2015;), ‘ Intersecting social justices and music education. ’, in C. Benedict,, P. Schmidt,, G. Spruce, and P. Woodford. (eds), The Oxford Handbook of Social Justice in Music Education, Oxford:: Oxford University Press;, pp. 7–28.
    [Google Scholar]
22. Kallio, Alexis Anja. ( 2015;), ‘ Drawing a line in water: Constructing the school censorship frame in popular music education. ’, International Journal of Music Education, 33:2, pp. 195–209.
    [Google Scholar]
23. Leonard, Marion. ( 1997;), ‘ “Rebel girl, you are the queen of my world”: Feminism, “subculture” and grrrl power. ’, in S. Whiteley. (ed.), Sexing the Groove: Popular Music and Gender, London:: Routledge;, pp. 230–55.
    [Google Scholar]
24. Leonard, Marion. ( 2007), Gender in the Music Industry: Rock, Discourse and Girl Power, London:: Routledge;.
    [Google Scholar]
25. McArton, Lloyd, and Niknafs, Nasim. ( 2019;), ‘ “Something for all of us”: Indie ethics in popular music education. ’, in Z. Moir,, B. Powell, and G. Dylan Smith. (eds), The Bloomsbury Handbook of Popular Music Education, London:: Bloomsbury Academic;, pp. 351–62.
    [Google Scholar]
26. Millar, Stephen R.,, Steiner, Artur,, Caló, Francesca, and Teasdale, Simon. ( 2020;), ‘ COOL music: A “bottom-up” music intervention for hard-to-reach young people in Scotland. ’, British Journal of Music Education, 37:1, pp. 87–98.
    [Google Scholar]
27. Narita, Flávia M., and Green, Lucy. ( 2015;), ‘ Informal learning as a catalyst for social justice in music education. ’, in C. Benedict,, P. Schmidt,, G. Spruce, and P. Woodford. (eds), The Oxford Handbook of Social Justice in Music Education, Oxford:: Oxford University Press;, pp. 302–17.
    [Google Scholar]
28. Nguyen, Mimi Thi. ( 2012;), ‘ Riot grrrl, race, and revival. ’, Women and Performance: A Journal of Feminist Theory, 22:2&3, pp. 173–96.
    [Google Scholar]
29. Overell, Rosemary. ( 2014), Affective Intensities in Extreme Metal Scenes: Cases from Australia and Japan, Basingstoke:: Palgrave Macmillan;.
    [Google Scholar]
30. Parkinson, Tom, and Smith, Gareth Dylan. ( 2015;), ‘ Towards an epistemology of authenticity in higher popular music education. ’, Action, Criticism, and Theory for Music Education, 14:1, pp. 93–127.
    [Google Scholar]
31. Persson, Anders. ( 2019), Framing Social Interaction: Continuities and Cracks in Goffman’s Frame Analysis, London:: Routledge;.
    [Google Scholar]
32. Powell, Bryan. ( 2019;), ‘ Breaking down barriers to participation: Perspectives of female musicians in popular music ensembles. ’, in Z. Moir,, B. Powell, and G. D. Smith. (eds), The Bloomsbury Handbook of Popular Music Education, London:: Bloomsbury Academic;, pp. 337–49.
    [Google Scholar]
33. Powell, Bryan,, Krikun, Andrew, and Pignato, Joseph Michael. ( 2015;), ‘ “Something’s happening here!”: Popular music education in the United States. ’, IASPM@Journal, 5:1, pp. 4–22.
    [Google Scholar]
34. Przybylski, Liz, and Niknafs, Nasim. ( 2015;), ‘ Teaching and learning popular music in higher education through interdisciplinary collaboration: Practice what you preach. ’, IASPM@Journal, 5:1, pp. 100–23.
    [Google Scholar]
35. Radway, Janice. ( 2016;), ‘ Girl zine networks, underground itineraries, and riot grrrl history: Making sense of the struggle for new social forms in the 1990s and beyond. ’, Journal of American Studies, 50:1, pp. 1–31.
    [Google Scholar]
36. Rush, Kayla. ( 2022;), ‘ “They’re performing again”: Framing moral outrage in arts funding protests. ’, Liminalities: A Journal of Performance Studies, 18:1, pp. 176–206.
    [Google Scholar]
37. Santos, Tiago Teles, and Guerra, Paula. ( 2018;), ‘ From punk ethics to the pedagogy of the Bad Kids: Core values and social liberation. ’, in G. D. Smith,, M. Dines, and T. Parkinson. (eds), Punk Pedagogies: Music, Culture and Learning, New York:: Routledge;, pp. 210–24.
    [Google Scholar]
38. School of Rock ( n.d.;), ‘ Locations. ’, https://www.schoolofrock.com/locations. Accessed 10 June 2020.
39. Schwartz, Jessica A.. ( 2016;), ‘ Si se puede! Chicas Rockeras and punk music education in south east Los Angeles. ’, Punk & Post-Punk, 5:1, pp. 45–65.
    [Google Scholar]
40. Smith, Sharon G.,, Zhang, Xinjian,, Basile, Kathleen C.,, Merrick, Melissa T.,, Wang, Jing,, Kresnow, Marcie-Jo, and Chen, Jieru. ( 2018), The National Intimate Partner and Sexual Violence Survey (NISVS): 2015 Data Brief – Updated Release, Atlanta, GA:: National Center for Injury Prevention and Control Centers for Disease Control and Prevention;.
    [Google Scholar]
41. Strong, Catherine, and Rogers, Ian. ( 2016;), ‘ She-riffs: Gender and the Australian experience of alternative rock and riot grrrl in the 1990s. ’, Journal of World Popular Music, 3:1, pp. 38–53.
    [Google Scholar]
42. van den Dool, Jaco. ( 2016;), ‘ Blended modes of music learning: Shaping intermusicality in Kathmandu. ’, Asian Music, 47:2, pp. 84–113.
    [Google Scholar]
43. van den Dool, Jaco. ( 2018;), ‘ Learning with the body: Investigating the link between musical interaction and the acquisition of musical knowledge and skills. ’, in B.-W. Leung. (ed.), Traditional Musics in the Modern World: Transmission, Evolution, and Challenges, Cham:: Springer;, pp. 243–60.
    [Google Scholar]
44. Vaugeois, Lise C.. ( 2009;), ‘ Music education as a practice of social justice. ’, in E. Gould,, J. Countryman,, C. Morton, and L. S. Rose. (eds), Exploring Social Justice: How Music Education Might Matter, Toronto:: Canadian Music Educators’ Association;, pp. 2–22.
    [Google Scholar]
45. Walser, Robert. ( 1993), Running with the Devil: Power, Gender, and Madness in Heavy Metal Music, Middletown, CT:: Wesleyan University Press;.
    [Google Scholar]
46. Woodford, Paul. ( 2015;), ‘ Introduction: From pioneers to new frameworks. ’, in C. Benedict,, P. Schmidt,, G. Spruce, and P. Woodford. (eds), The Oxford Handbook of Social Justice in Music Education, Oxford:: Oxford University Press;, pp. 3–6.
    [Google Scholar]
47. Rush, Kayla. ( 2021;), ‘ Riot grrrls and shredder bros: Punk ethics, social justice and (un)popular popular music at School of Rock. ’, Journal of Popular Music Education, 5:3, pp. 375–95, 10.1386/jpme_00054_1
    [Google Scholar]