| Decolonizing music education: Moving beyond tokenism J Hess International Journal of Music Education 33 (3), 336-347, 2015 | 238 | 2015 |
| Music Education for Social Change: Constructing an Activist Music Education J Hess Routledge, 2019 | 199 | 2019 |
| Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness J Hess Action, Criticism, and Theory for Music Education 16 (3), 15-47, 2017 | 155 | 2017 |
| Upping the ‘anti-’: The value of an anti-racist theoretical framework in music education J Hess Action, Criticism, and Theory for Music Education 14 (1), 66-92, 2015 | 104 | 2015 |
| Troubling Whiteness: Music education and the “messiness” of equity work J Hess International Journal of Music Education 36 (2), 128-144, 2018 | 98* | 2018 |
| Performing tolerance and curriculum: The politics of self-congratulation, identity formation, and pedagogy in world music education J Hess Philosophy of Music Education Review 21 (1), 66-91, 2013 | 90 | 2013 |
| Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education J Hess Philosophy of Music Education Review 25 (2), 171-191, 2017 | 82 | 2017 |
| Radical musicking: towards a pedagogy of social change J Hess Music Education Research 16 (3), 229-250, 2014 | 77 | 2014 |
| Equity in Music Education: Why Equity and Social Justice in Music Education? J Hess Music Educators Journal 104 (1), 71-73, 2017 | 72 | 2017 |
| Singing our own song: Navigating identity politics through activism in music J Hess Research Studies in Music Education 41 (1), 61-80, 2019 | 50 | 2019 |
| Detroit Youth Speak Back: Rewriting Deficit Perspectives Through Songwriting J Hess Bulletin of the Council for Research in Music Education, 7-30, 2018 | 48 | 2018 |
| Radical musicking: Challenging dominant paradigms in elementary music education J Hess University of Toronto, 2013 | 47 | 2013 |
| Challenging the empire in empir (e) ical research: the question of speaking in music education J Hess Music Education Research 20 (5), 573-590, 2018 | 41 | 2018 |
| Becoming an Anti-Racist Music Educator: Resisting Whiteness in Music Education J Hess Music Educators Journal 107 (4), 14-20, 2021 | 38 | 2021 |
| Moving beyond resilience education: musical counterstorytelling J Hess Music Education Research 21 (5), 488-502, 2019 | 35 | 2019 |
| Finding the “both/and”: Balancing informal and formal music learning J Hess International Journal of Music Education 38 (3), 441-455, 2020 | 33 | 2020 |
| Popular music education: A way forward or a new hegemony J Hess The Bloomsbury handbook of popular music education: Perspectives and …, 2019 | 31 | 2019 |
| A “Discomfortable” Approach to Music Education Re-envisioning the “Strange Encounter” J Hess Philosophy of Music Education Review 26 (1), 24-45, 2018 | 30 | 2018 |
| Dewey’s theory of experience, traumatic memory, and music education J Hess, D Bradley Studies in Philosophy and Education 39 (4), 429-446, 2020 | 28 | 2020 |
| The Sankofa Drum and Dance Ensemble: Motivations for student participation in a school world music ensemble J Hess Research Studies in Music Education 32 (1), 23-42, 2010 | 28 | 2010 |
Deborah BradleyRetired Asst. Prof. Music Education, University of Wisconsin-Madison, University of TorontoVerified email at utoronto.ca
