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Hess, J. (2026). Abolition and distress: Music educators’ perspectives on policing. In A. Davies, L. Spring, M. A. Castrodale, & J. Cosantino (Eds.), Mad studies and education: Critical pedagogy and Mad praxis in the classroom (pp. 163–202). Palgrave Macmillan.
https://link.springer.com/book/10.1007/978-3-032-00377-5 Hess, J. (2025). The imperative of intersectionality in feminist work in music education. In M. Silverman & N. Niknafs (Eds.), The Oxford handbook of feminism and music education (pp. 507-530). Oxford University Press. https://academic.oup.com/edited-volume/60553 Hess, J. (2024). Confronting “divisive concepts” and white emotionality: Encouraging discomfort in music education. In J. L. Aróstegui, C. Christophersen, J. Nichols, & K. Matsunobu (Eds.), The Sage Handbook of School Music Education (pp. 173-187). Sage. https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-school-music-education/book279487 Tsui, A., Hess, J., & Hendricks, K. S. (2023). “I just wanna live my life like it’s gold”: Anti-racist music education. In K. S. Hendricks (Ed.), The Oxford Handbook of Care in Music Education (pp. 504-516). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197611654.013.45 https://academic.oup.com/edited-volume/46859 Hess, J. (2021). Music education and the colonial project: Stumbling toward anti-colonial music education. In R. Wright, G. Johansen, P. A. Kanellopoulos, & P. K. Schmidt (Eds.), The Routledge Handbook to Sociology of Music Education (pp. 23-39). Routledge. https://www.routledge.com/The-Routledge-Handbook-to-Sociology-of-Music-Education/Wright-Johansen-Kanellopoulos-Schmidt/p/book/9780367704162 Hess, J. (2021). Resisting the “us” versus “them” dichotomy through music education: The imperative of living in the “anti-”. In A. A. Kallio (Ed.), Difference and division in music education (pp. 56-75). Routledge. https://www.routledge.com/Difference-and-Division-in-Music-Education/Kallio/p/book/9780367231606 Hess, J. (2019). Popular music education: A way forward or a new hegemony? In Z. Moir, B. Powell, & G. D. Smith (Eds.), The Bloomsbury Handbook of Popular Music Education: Perspectives and Practices (pp. 29-43). New York, NY: Bloomsbury Academic. https://www.bloomsbury.com/us/bloomsbury-handbook-of-popular-music-education-9781350049413/ Hess, J. (2018). Musicking marginalization: Periphractic practices in music education. In A. M. Kraehe, R. Gaztambide-Fernández, & B. S. Carpenter II (Eds.), The Palgrave handbook of race and the arts in education (pp. 325-346): Palgrave. https://link.springer.com/book/10.1007/978-3-319-65256-6 Hess, J. (2016). Music and self, music and world: Exploring current issues and positionality through music. In N. Robinson, S. Hall, & F. Spano (Eds.), General music: A K-12 experience (pp. 471-508): Kendall Hunt Publishing Company. https://www.abebooks.com/9781524929138/General-Music-K-12-Experience-Nicole-1524929131/plp |
