Intersections in Music Education: Implications of Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education for P-12 Praxis

Autor/inn/en	Salvador, Karen; Culp, Mara E.
Titel	Intersections in Music Education: Implications of Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education for P-12 Praxis
Quelle	In: Music Educators Journal, 108 (2022) 3, S.19-29 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salvador, Karen) ORCID (Culp, Mara E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/00274321221087737
Schlagwörter	Music Education; Inclusion; Access to Education; Culturally Relevant Education; Equal Education; Barriers; Learning Processes; Trauma; Teaching Methods; Music Teachers; Learning Experience; Collegiality; Teacher Collaboration; Teacher Student Relationship; Preschool Education; Elementary Secondary Education; Safety; Musicians; Self Concept; Student Diversity; Stereotypes; Bias; Students with Disabilities + Suchen Sie Ihr Suchwort? Musikerziehung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Music; Teacher; Teachers; Musiklehrer; Lernerfahrung; Kollegialität; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Sicherheit; Musiker; Selbstkonzept; Klischee; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	To increase equity in music education, teachers can strive to know each student as a whole child, proactively remove barriers to learning, and seek to honor students' multifaceted and intersectional identities. In this article, we first define intersectionality and examine demographics in music education. Then, we summarize three asset-based pedagogical approaches (Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education) and synthesize their similarities. Finally, we present implications in the form of generative ideas for music educator praxis, or values-guided action. We hope our suggestions help music educators create music experiences where students (and families) feel seen, safe, welcomed, and valued as musicians and people. We also hope our suggestions can contribute to music teacher collegiality and collaboration by providing educators with tools to develop positive relationships with colleagues who are different from themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01