The following autoethnographic duet by faculty advisor and professor creates a dramatic and evocative account of the personal and cultural experience about a disabled student teacher. They blend storytelling and music which fuses a theoretical analysis about storytelling and life. Although sociocultural issues draw deep reflection about the emotional turmoil, cultural influences of language and social interaction provide details that critique social structures. As musician becoming teacher is a passionate yet complex endeavor, the faculty advisor shares first-hand a poetic but painful story about a disabled teacher being inducted into the teaching profession. By making explicit the personal-cultural connection, they use the life-changing epiphany to critique cultural issues about teaching and disability. As the faculty advisor approaches the professor for advice, his musicianship shifts her forward, backward, and sideways through feelings that evoke, invoke, and provoke a curriculum that does not transfer knowledge from educational method classes. Instead, it embeds musical language as a metaphorical conduit to interrogate the pros, cons and both sides of the complicated issue of disability that influences the completion of his teaching practicum for his undergraduate bachelor of education degree. An epiphany from music and story reveals the irony of living in a culture of both uniformity and diversity. They explore the constructs of ideology, abnormality, marginalization, and secrecy. Thus, by blending story and music, the authors resolve a transformative autoethnographic aspect about the personal and cultural influences that provoke new deeper ways of thinking about curriculum.
Mode of entry as a predictor of success in final year bachelor of education degree examinations in universities in Ekiti and Ondo States, Nigeria
