scholarly journals Race, Ethnicity, and Culturally Relevant Pedagogy

2019 ◽  
pp. 601-623
Author(s):  
Constance L. McKoy
Keyword(s):  
Teacher Education ◽  
Culturally Relevant Pedagogy ◽  
Race And Ethnicity ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Music Teacher ◽  
Responsive Teaching ◽  
Music Teacher Education ◽  
Relevant Pedagogy

This chapter outlines how principles associated with culturally relevant pedagogy may be used in music teacher education to help preservice music teachers better understand how perceptions of race and ethnicity mediate teaching and learning in music. Specific attention is given to race and ethnicity as they relate to (a) facets of cultural identity, (b) the origins of culturally relevant pedagogy in US public education, and (c) the significance of culturally relevant pedagogy in music teacher education. The latter portion of the chapter provides examples of instructional strategies designed to develop a disposition toward culturally responsive teaching among preservice music educators. The chapter concludes with a discussion of the challenges that must be considered when viewing music teacher education through a cultural lens.

Building a Broad View of Technology in Music Teacher Education

2017 ◽  
pp. 122-128
Author(s):  
Heidi Partti
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Use Of Technology ◽  
Musical Practices ◽  
Collaborative Skills

In addition to innovative policy schemes, program visions, and curricular changes, the transformation of the school classroom necessitates also the development of teacher education. Inspired by the Core Perspective chapters in this section of the handbook, this chapter discusses issues related to the use of technology in supporting the cultivation of creative and collaborative skills in music teaching, particularly from the viewpoint of music teacher education. The chapter argues that there is a gap between the potential that technology could provide for music teaching and learning processes and the cultivation of this potential in schools. To bridge this gap, a holistic approach to technology and its use in music education is required. According to this approach, technology is viewed as a powerful way to facilitate more possibilities to participate in different musical practices and to use musical imagination.

Considering Gender Complexity in Music Teacher Education

2018 ◽  
Vol 28 (3) ◽  
pp. 72-84
Author(s):  
Joshua Palkki ◽  
William Sauerland
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Social Constructs ◽  
Gender Nonconforming ◽  
Complex Approach ◽  
And Gender ◽  
The Many

Gender is one of the many social constructs that can influence teaching and learning. As trans(gender) people “come out” at earlier ages, an increasing number of teachers will have openly identifying trans and gender nonconforming students in their classes. Music educators and music teacher educators are often supporters of LGBTQA (lesbian, gay, bisexual, transgender, queer/questioning, asexual/agender/ally) students; thus, these constituencies should expand their notions of gender away from a simplistic binary category toward a gender-complex approach in which all students—cisgender, trans, genderqueer, and questioning—can thrive. To that end, we provide an overview of vocabulary and teaching pedagogies pertinent to gender issues in music teacher education. In addition, we offer sample lessons and projects that could be incorporated into preservice music teacher preparation.

Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

2017 ◽  
Vol 119 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Ayana Allen ◽  
Stephen D. Hancock ◽  
Tehia Starker-Glass ◽  
Chance W. Lewis
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Culturally Relevant Pedagogy ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Culturally Relevant ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Relevant Pedagogy

Background/Context Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student population. Culturally relevant pedagogy (CRP) is a social justice framework posited to support academic achievement, cultural competence, and critical consciousness for all learners. To this end, this article examines the integration of CRP into teacher education programs. Purpose In this article, we discuss CRP and interrogate teacher education programs in the critical areas of governance and accountability, policies and programs, curriculum and instruction, and teacher educators. Furthermore, this article presents a conceptual framework for the integration of CRP into teacher education programs. Research Design This article is a conceptual paper that builds upon the hallmarks of CRP, which are rooted in a critical race paradigm that centers on exposing and challenging racial policies that maintain the status quo in teacher education programs. We present a critical framework to support the mapping of CRP into teacher education programs through critical reflection, social justice action, and critical questioning. Conclusion/Recommendations A teacher preparation program that does not critically interrogate race, power, and privilege in the context of schools does not maintain a social justice mission and consequently does not meet the tenets of CRP. A critical examination of race and other sociocultural concepts that disenfranchise K–12 students in schools must be an integral and reflective practice for teacher candidates. Requiring teacher candidates to gain skills in critical reflection and critical consciousness in an effort to deconstruct the existing social order is imperative to support culturally relevant pedagogy in teacher education curriculum.

scholarly journals Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies

2021 ◽  
Vol 14 (1) ◽  
pp. 249-263
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton
Keyword(s):  
Critical Literacy ◽  
Culturally Relevant Pedagogy ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Learning Activities ◽  
Eastern Canada ◽  
Middle Years ◽  
Relevant Pedagogy

Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.

Change in Music Teacher Education

2019 ◽  
pp. 66-84
Author(s):  
David J. Elliott ◽  
Marissa Silverman
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Philosophical Perspective ◽  
Pedagogical Content

This chapter offers a philosophical perspective on the central aims and values of music teacher education with a specific focus on the ethical dimensions of music teaching and learning. Drawing on the work of music education scholars, philosophers of mind, and philosophers of education, the chapter builds an argument for the view that music teacher education should be ethically guided and ethically applied in practice. Additionally, it suggests that “pedagogical content” should include dialogical discussions and activities related to the role of ethics in music teacher education because, among many values, the professional work of future music educators involves highly refined ethical sensibilities and opportunities for their own students to learn the nature of and strategies for acting rightly, appropriately, and responsibly in their future circumstances. Indeed, ethically guided music teacher education offers the profession rich opportunities to develop “ethically right” compassion, caring, and generosity toward others.

Striving for Justice with Determination and Hope

2015 ◽  
pp. 657-668
Author(s):  
Janet R. Barrett
Keyword(s):  
Social Justice ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Imaginative Thinking ◽  
The Times ◽  
Persuasive Arguments

Social justice is an intellectual ideal and an educational movement, as well as a fervent desire held by individuals committed to respecting the worth of persons. This epilogue situates music educators within this broad landscape of theories, perspectives, and practices. For the field to embrace socially just practices as commonplace—answering the call with determination—good work must be initiated on many fronts. Music educators can draw on the clear and persuasive arguments offered here for expanding visions of music teaching and learning, while grappling with multidimensional challenges that attend social justice. This professional transformation will depend upon imaginative thinking and critical awakening, especially in contradistinction to the pervasive neoliberal milieu of the times. Music teacher education holds special promise for developing and strengthening teachers’ commitments to equitable, culturally responsive, and liberatory practices, especially when focused on dispositions that cultivate music teachers’ sense of agency and caring.

The Nature of Music Teacher Preparation Scholarship Through the Lens of the Journal of Music Teacher Education

2019 ◽  
pp. 116-140
Author(s):  
Janice N. Killian
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Professional Journals ◽  
Music Teacher Preparation ◽  
Author Productivity ◽  
Editorial Review ◽  
Qualitative Methodologies ◽  
Education Symposium

This chapter examines the Journal of Music Teacher Education (JMTE) from 1991 to 2017, including JMTE’s mission, review processes, and content of 403 articles. Of particular interest are changes in journal size, topic emphases, quantitative versus qualitative methodologies, ratio of research (new data) to interest articles (ideas based on existent data), and collaborative authorships. A review of related research involving trends in journal publication and scholarship of teaching and learning is included, as well as lists of JMTE editors, editorial review board members, and individual author productivity. Relationships between journal growth and strength of the sponsoring professional society (Society for Music Teacher Education Symposium and Graduate Student Research Forum) are discussed. Comparisons between the vitality of JMTE and the demise of Quarterly Journal of Teaching and Learning are explored. Suggestions for future analyses of professional journals conclude the chapter.

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