Practical Pluralism: Toward Anti-Racist Competencies in Music Educators

Autor/in	Rampal, Michelle
Titel	Practical Pluralism: Toward Anti-Racist Competencies in Music Educators
Quelle	In: Action, Criticism, and Theory for Music Education, 14 (2015) 2, S.25-53 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Education; Music Teachers; Cultural Pluralism; Racial Bias; Teaching Methods; Social Justice; Competence; Multicultural Education; Personality Traits; Politics of Education; Educational History; Racial Discrimination; Racial Identification; Racial Attitudes; Whites; Disadvantaged; Aggression; Equal Education; Ethnic Diversity + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Kulturpluralismus; Racial discrimination; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Kompetenz; Multikulturelle Erziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Educational policy; Bildungspolitik; History of education; Bildungsgeschichte; Racial bias; Rassenfrage; White; Weißer
Abstract	The specialized curricula of music education degree programs afford relatively few opportunities to cultivate educators' abilities to recognize, acknowledge, and incorporate students' multiple lived realities within the music classroom. This is especially problematic in an age where public schools serve an increasingly diverse population of students. While many researchers are challenging established curricula and traditional music education practices, arguments stop short of outlining specific competencies that may be helpful for music educators to acquire. This paper examines and synthesizes literature between domains of educational sociology and music education in an effort to introduce anti-racist pedagogy into a music education setting. Through these efforts, I propose music educators consider adopting anti-racist competencies that could engage and promote the unique identities of all students in their classrooms. In doing so, music educators can assume a powerful role in shaping school culture, providing a space to explore the intersections of culture, power, and identity. (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01