Toward Equity in School Music offers new ways for collegiate music education programs to help music teachers develop skills, knowledge, and dispositions to honor the needs of the different learners in PK-12 schools. Written by twenty-five leading voices in equity, inclusion, justice, and belonging (EIJB) in music teacher education, it provides practical examples of successful activities, experiences, and course structures music teacher educators employ to promote preservice and in-service music teachers' ability to conceptualize and enact EIJB in music education.
With a focus on social justice work and human identities, the diverse collection of authors from across the United States recount practices they have used within undergraduate and graduate coursework and across music education programs to help music teachers develop more inclusive praxes. Every chapter includes cases and examples grounded in real-life experiences within an educational context and descriptions of challenges and aspirations. Among the first books to address teacher preparation to enact EIJB in tertiary music education programs, Toward Equity in School Music provides actionable strategies and ideas for all music teacher educators.
Toward Equity in School Music offers new ways for collegiate music education programs to help music teachers develop skills, knowledge, and dispositions to honor the needs of the different learners in PK-12 schools. Written by twenty-five leading voices in equity, inclusion, justice, and belonging (EIJB) in music teacher education from across the United States, it provides practical examples of successful activities, experiences, and course structures music teacher educators employ to promote preservice and in-service music teachers' ability to conceptualize and enact EIJB in music education.
Foreword - Constance L. McKoy
Preface
Acknowledgments
About the Companion Website
Part I: Introduction and Context
1. Advancing Equity, Inclusion, Justice, and Belonging in Music Teacher
Education
Karen Salvador, Virginia Wayman Davis, Mara E. Culp
2. Enacting Equity, Inclusion, Justice, and Belonging: A Conceptual Framework
for Music Teacher Education
Mara E. Culp, Alice M. Hammel
3: Navigating the "DEI backlash" as a Music Teacher Educator
Karen Salvador
Part II: Examples and Applications
Section 1: Methods Coursework
4. Your Journey Starts Here: Identity and Equity Work in Introduction to
Music Education Courses
Ryan D. Shaw, Stuart Chapman Hill
5. Learning to Serve Children and Families in Early Childhood Music Education
Methods
Karen Salvador
6. Culturally Responsive Teaching in Elementary General Music Methods and
Fieldwork
Loneka Wilkinson Battiste
7. Gender Identity and Sexual Orientation in Rural Settings: Implications for
Elementary General Music Methods
Tiger Robison
8. Promoting Equity in Choral Teaching
William Sauerland
9. Universal Design for Learning and Culturally Relevant/Sustaining
Pedagogies in Instrumental Music Methods
Adam G. Harry
10. Addressing Culturally Responsive Pedagogy through Popular Music Methods
Courses
Bryan Powell
Section 2: Fieldwork, Practica, and Partnerships
11. Developing Dispositions and Practices for Equity-Minded Music Teaching
through Community Partnerships
Donna J. Gallo
12. Designing Paths Toward Cultural Awareness in Preservice Teacher
Education: Field Experiences in a Community-based Afterschool Program
Lisa R. Caravan, Armand V. Hall
13. Transforming Lives Through the UNI Spectrum Project
Kevin Droe
14. Providing a Practicum Experience for Preservice Music Educators in an
Exceptional Student Education Classroom
Kimberly VanWeelden
Section 3: Program-Level Integration
15. Developing a Pathway in Popular Music Education
Matthew Clauhs, Beatrice B. Olesko
16. "Mi música y mi idioma son abundantes": Translanguaging and Culturally
Sustaining Practices in the Rio Grande Valley
Jason D. Jones, Virginia Wayman Davis
17. A Social Justice and Equity-Focused Master of Arts in Teaching Program
Tina A. Huynh
18. Converging Transgressive Practices and Human Identities
Diana Dansereau, Kelly Bylica, Andrew Goodrich, Karin Hendricks, Tawnya
Smith
Index
Mara E. Culp is Associate Professor of Music Teaching and Learning at Eastman School of Music, University of Rochester. She works with PK-12 learners and college students and students who receive special education services in music, and has a special interest in interprofessional collaboration.
Karen Salvador is Associate Professor and Chair of Music Education at Michigan State University. She teaches early childhood music, conducts the MSU children's choir, and directs MSU's Early Childhood Music Play Laboratory.
Virginia Wayman Davis is Professor of Music Education at the University of Texas Rio Grande Valley. Her research interests include drums/percussion, meaningful music education practices, secondary general music, and popular music education.
