Music Teachers' Experiences with Implementing Diversity, Equity, and Inclusion

Autor/inn/en	Bernard, Cara; Talbot, Brent C.
Titel	Music Teachers' Experiences with Implementing Diversity, Equity, and Inclusion
Quelle	In: Music Educators Journal, 109 (2023) 3, S.26-33 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernard, Cara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/00274321231159652
Schlagwörter	Music Teachers; Diversity; Equal Education; Inclusion; Curriculum Design; Music Education; Middle Schools; High Schools + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Inklusion; Lehrplangestaltung; Musikerziehung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	This article describes music educators' conceptions of diversity, equity, and inclusion (DEI). We collaborated with six music teachers to consider ways in which DEI is conceptualized and practiced in their own teaching settings. The teachers were carefully selected to encompass a multitude of identities, including race, ethnicity, gender, sexuality, location, class, ability, teaching setting, musical background, and teaching experience. Through our conversations, we learned how these teachers locate their identities through their own narratives and how these social constructions converge in their work through pedagogical and curricular strategies. It is our hope that their insights might start a conversation about the current state of DEI work being approached in music education and provide suggestions for more diverse, equitable, and inclusive practices and policies in music classrooms. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01