Introduction

Talbot, Brent C.

doi:10.4324/9781315225401-1

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…Advocacy is a large part of the role of the National Association for Music Education (2020). Talbot (2018) suggested that "advocacy in our field would not be necessary if the broader population felt the work we did as music teachers represented and reflected their identities and daily lives" (p. 6). Many of the actions toward more inclusive practice described by the participants in this study sought to do just that: represent and reflect the identities and daily lives of students and the communities in which participants taught.…”

Section: Implications For Prek-12 Music Education and Researchmentioning

confidence: 99%

Being the Change: Music Teachers’ Self-Reported Changes in Mindset and Practice

Salvador

Paetz

Lewin-Zeigler

2020

Update: Applications of Research in Music Education

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Music educators sometimes enter the workforce un(der)prepared to design and implement inclusive instruction. The purpose of this descriptive interview study was to explore practicing teachers’ self-reported changes in mindset and practice as they worked to become more inclusive. Participants ( N = 20) were music educators with between 1 and 17 years of teaching experience. All participants taught some combination of preK–12 students in general music, choir, band, orchestra, jazz, and other music classes in 10 states. We present qualitative analysis from two sets of interviews concerning self-reported changes in mindsets and teaching practices. We conclude with implications of this study for practicing teachers who wish to enact more equitable and just classroom practices.

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Section: Implications For Prek-12 Music Education and Researchmentioning

confidence: 99%

Being the Change: Music Teachers’ Self-Reported Changes in Mindset and Practice

Salvador

Paetz

Lewin-Zeigler

2020

Update: Applications of Research in Music Education

View full text Add to dashboard Cite

show abstract

“…More recently, Hess (2021) suggested that curriculum and policy decisions that reduce Whiteness and Eurocentricity create paths for music students of various cultural backgrounds to thrive. The edited volume Marginalized Voices in Music Education (Talbot, 2017) contains three studies authored or co-authored by Black scholars, providing perspectives that are often missing in the field. McCall (2017) examined the systems that marginalize Black voices in music education and advocated for diverse recruiting and hiring practices.…”

mentioning

confidence: 99%

Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy

Hanson

Roberts

2023

Journal of Music Teacher Education

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The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students ( n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (a) Familial support and formative experiences during childhood, (b) Overload of information and frustration in conducting research, (c) Prejudice and lack of Black representation in the academy, and (d) Change-oriented motivations beset by barriers to access. Findings revealed commonalities in participants’ lived experiences that could inform efforts to recruit and retain Black doctoral students, develop curricula that takes into account their experiences and goals, stem systemic racism, and promote equity and inclusion in the academy.

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Introduction

Cited by 2 publications

References 1 publication

Being the Change: Music Teachers’ Self-Reported Changes in Mindset and Practice

Being the Change: Music Teachers’ Self-Reported Changes in Mindset and Practice

Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy

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