A Matter of Race and Gender: An Examination of an Undergraduate Music Program through the Lens of Feminist Pedagogy and Black Feminist Pedagogy

Autor/in	Grissom-Broughton, Paula A.
Titel	A Matter of Race and Gender: An Examination of an Undergraduate Music Program through the Lens of Feminist Pedagogy and Black Feminist Pedagogy
Quelle	In: Research Studies in Music Education, 42 (2020) 2, S.160-176 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X19863250
Schlagwörter	Feminism; Undergraduate Study; Music Education; Racial Differences; Gender Differences; Black Colleges; Individualized Instruction; At Risk Students; African American Students; Females; Minority Group Students; Teaching Methods; Curriculum; Music Teachers; Social Influences; Cultural Influences; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Feminismus; Grundstudium; Musikerziehung; Rassenunterschied; Geschlechterkonflikt; Individualisierender Unterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Music; Teacher; Teachers; Musiklehrer; Sozialer Einfluss; Cultural influence; Kultureinfluss
Abstract	Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman's four principles of traditional feminist pedagogy for women's studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students. (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