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ERIC Number: EJ1072000
Record Type: Journal
Publication Date: 2015-Aug
Pages: 29
Abstractor: As Provided
ISSN: EISSN-1545-4517
Practical Pluralism: Toward Anti-Racist Competencies in Music Educators
Rampal, Michelle
Action, Criticism, and Theory for Music Education, v14 n2 p25-53 Aug 2015
The specialized curricula of music education degree programs afford relatively few opportunities to cultivate educators' abilities to recognize, acknowledge, and incorporate students' multiple lived realities within the music classroom. This is especially problematic in an age where public schools serve an increasingly diverse population of students. While many researchers are challenging established curricula and traditional music education practices, arguments stop short of outlining specific competencies that may be helpful for music educators to acquire. This paper examines and synthesizes literature between domains of educational sociology and music education in an effort to introduce anti-racist pedagogy into a music education setting. Through these efforts, I propose music educators consider adopting anti-racist competencies that could engage and promote the unique identities of all students in their classrooms. In doing so, music educators can assume a powerful role in shaping school culture, providing a space to explore the intersections of culture, power, and identity.
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A