Spaces of inspiration, affirmation, and resistance: African-American music teachers' racially and culturally inclusive experiences and perceptions of being a teacher
Item
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Title
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Spaces of inspiration, affirmation, and resistance: African-American music teachers' racially and culturally inclusive experiences and perceptions of being a teacher
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Identifier
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d_2009_2013:5f6d3629ee92:11985
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identifier
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12646
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Creator
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Gipson, Altovise,
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Contributor
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Terrie Epstein
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Date
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2013
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Language
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English
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Publisher
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City University of New York.
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Subject
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Music education | Teacher education | Black studies | African American studies | African-American Music Teachers | Critical Race Theory | Teacher Narratives | Teaching Life Histories
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Abstract
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The experiences and perspectives of music teachers of color should be included and validated as being an integral part of understanding what it means to be a music teacher. Many current practices for preparing and developing music educators are implemented within a framework that is deceptively considered to be culturally, theoretically, and politically neutral. The experiences and narratives of music educators of color may help to inform current thinking and understanding surrounding the professional experiences of music teachers. My dissertation study seeks to amplify the voices of African-American music teachers by illuminating how their experiences within racially and culturally inclusive spaces have influenced their perceptions of what it means to be a teacher. I employed theories within a critical race paradigm to provide inclusive, authentic contexts for the often-silenced stories of participants to be told and constructed, while allowing participants to create definitions and representations of what it means to be a music teacher. Using life history and collective memory methodologies, I elicited the valued, insider knowledge of three African-American music teachers who have had influential experiences within artistic communities of resistance. Thematic analysis was employed to explore narrative content and to attend to nuanced and collective understandings among individuals and groups. Findings of this study indicated the possibilities of music teacher narratives to serve as epistemological and pedagogical resources for pre-service teacher education and in-service professional development.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Urban Education
