Troubling Whiteness: Music Education and the "Messiness" of Equity Work

Autor/in	Hess, Juliet
Titel	Troubling Whiteness: Music Education and the "Messiness" of Equity Work
Quelle	In: International Journal of Music Education, 36 (2018) 2, S.128-144 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761417703781
Schlagwörter	Music; Music Education; Music Teachers; Foreign Countries; Whites; Elementary School Teachers; Social Justice; Feminism; Case Studies; Cultural Influences; Racial Factors; Females; Observation; Qualitative Research; Interviews; Canada (Toronto) + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Ausland; White; Weißer; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Feminismus; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Weibliches Geschlecht; Beobachtung; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	At the elementary level, White, female music teachers largely populate music education. In the diverse schools of Toronto in Canada, teachers navigate their White subjectivities in a range of ways. My research examines the discourses, philosophies, and practices of four White, female elementary music educators who have striven to challenge dominant paradigms of music education. Their practices include critically engaging issues of social justice, studying a broad range of musics, and emphasizing contextualization. In many ways, these teachers interrupt the Eurocentric paradigm of music education to explore other possibilities with students. However, equity work is messy, and there were also moments that unsettled these teachers' active equity agendas. This article describes both the subversions and the reinscriptions in a way that might be instructive to music education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01