"I Made Myself Fit In": Johny's Story

Autor/inn/en	Draves, Tami J.; Vargas, Jonathan E.
Titel	"I Made Myself Fit In": Johny's Story
Quelle	In: Journal of Research in Music Education, 70 (2022) 1, S.4-21 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Draves, Tami J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294211001876
Schlagwörter	High School Teachers; Music Teachers; Musical Instruments; Beginning Teachers; Equal Education; Student Diversity; Minority Group Students; Low Income Students; First Generation College Students; College Transfer Students; Two Year College Students; Social Class; Racial Bias; Ethnicity; Social Influences; Student College Relationship; At Risk Students; Hispanic American Students + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Musikinstrument; Junior teacher; Junglehrer; Hochschulwechsel; Schulwechsel; Studienortwechsel; Social classes; Soziale Klasse; Racial discrimination; Rassismus; Ethnizität; Sozialer Einfluss; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The purpose of this narrative inquiry was to re-story the experiences of a first-year music teacher with regard to race and class. Johny was a first-year high school guitar teacher in the southwestern United States who identified as Hispanic and was raised in a family with a lower income. He was also a first-generation college student whose path to university study was atypical because of his major instrument, musical background, little high school music class participation, and entrance to postsecondary music study at a community college. Johny's story is a work of critical storytelling and is interpreted through an intersectional framework. His story compels us to thoughtfully attend to curriculum, musical knowledge, equity, and how music educators can serve an increasingly diverse student population in schools of music. Issues for consideration include (a) increased support of nontraditional students, including those from marginalized populations, such as students with lower incomes, first-generation students, and community college transfer students, and (b) promoting meaningful and collaborative change across multiple areas in schools of music. (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	2024/1/01