Toward an Anti-Racist Music Education

A Critical Pedagogy of Popular Music Teacher Education

Bibliographic Data

ID12403610
AuthorsJess Mullen (0009-0008-9684-2056, University of Illinois Urbana-Champaign, corresponding author), Rainamei Luna (University of Vermont, Burlington, USA)
Year2024
Volume34
Issue3
Pages84-98
Publication date2024-11-14
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Music Teacher Education (JOURNAL)
Journal identifiersISSN: 1057-0837 • E-ISSN: 1945-0079
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/10570837241295759
OpenAlexW4404357033
LanguageEN
Citations received2
References cited38

In this article, we propose a framework for a critical pedagogy of popular music for teacher education to better prepare music teachers to enact anti-racist praxis within their classrooms. Although a growing body of literature in music education addresses issues of racism within the field, fewer scholars have studied this within teacher education. Drawing from critical pedagogy, our framework centers popular music as a means for music teacher educators to interrogate issues of identity and power and (re)contextualize pedagogy, considering the socio-political contexts and communities from which music practices originate. These processes facilitate reflection on how racisms shape taken-for-granted practices within music education by centering the socio-political contexts of popular music. Through our framework, music teacher educators could prompt pre-service music educators to consider the multiple racialized epistemologies of musical value students and teachers bring to the classroom, working toward the possibility of enacting a multicentric approach to music education

Critical pedagogy · Music education · Pedagogy · Sociology · Teacher education · Diverse Music Education Insights · Music Education and Analysis · Music History and Culture · Psychology