About:

Juliet Hess is an assistant professor of music education at Michigan State University's College of Music, where she teaches secondary general methods in music education, principles in music education, philosophy and sociology of music education, and a course on race issues in music teaching. Her prior experience includes an appointment as assistant professor of music education at the Setnor School of Music at Syracuse University with a dual appointment in the School of Education. She taught undergraduate and graduate courses in elementary and secondary methods, foundations in music education, assessment in music education, and general music in the inclusive classroom.

Hess received her Ph.D. in Sociology of Education from the department of Sociology and Equity Studies in Education at the Ontario Institute for Studies in Education at the University of Toronto. She received her master’s and bachelor’s degree in music education from the University of Toronto. Her research interests include anti-oppression education, activism in music and music education, music education for social justice, and the question of ethics in world music study. Hess formerly held a position teaching elementary and middle school vocal, instrumental, and world music at a public school board in the Greater Toronto Area (GTA) in Ontario, Canada. 

Hess has presented at many national and international conferences, including the Research in Music Education Conference (RIME) in the UK, the International Society for Music Education (ISME) Conference, the MayDay Colloquium, the Society for Music Teacher Education, and the National Association for Music Education (NAfME) Conference. Her scholarly research has been published in the Bulletin of the Council for Research in Music Education, Philosophy of Music Education Review, International Journal of Music Education, Action, Criticism, & Theory for Music Education, Visions of Research in Music Education, Music Education Research, Research Studies in Music Education, Proteus: A Journal of Ideas, and Encounters on Education.