From Heritage to Classroom
Culture-Bearer Pedagogical Identity Formation in Preservice Elementary Music Education
Datos Bibliográficos
| ID | 17575547 |
|---|---|
| Autores | Julius Kyakuwa (0000-0001-5360-6928, University of Oregon, Eugene, USA, autor de correspondencia) |
| Año | 2026 |
| Fecha de publicación | 2026-04-17 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Music Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0255-7614 • E-ISSN: 1744-795X |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02557614261441344 |
| OpenAlex | W7154838204 |
| Idioma | EN |
| Referencias citadas | 30 |
This qualitative case study explores how culture-bearer pedagogical identities develop in preservice elementary music education. Focussing on two preservice teachers of Cajun heritage, the study examines how they situate themselves as culture-bearers and how this positioning influences their pedagogical identity formation. Data were gathered through interviews, classroom observations, and reflective journals. These sources were analysed thematically to identify the processes and activities that supported culture-bearer pedagogical identity development and the ways these experiences shaped their perceived proficiency in culturally responsive and diverse music teaching. Findings reveal that engaging as culture-bearers enhanced the teachers’ confidence, informed instructional decision-making, and fostered culturally responsive learning environments. The study also highlights challenges, including balancing curriculum mandates with heritage-based approaches. Implications for music teacher education include the value of supporting preservice teachers in integrating their cultural heritage into practice to enrich students’ musical experiences, strengthen teacher identity formation, and position culture-bearing as a pedagogical asset in music education that affirms diversity
Curriculum · Identity formation · Music education · Musical · Qualitative research · Teacher education · Teaching method · Art Education and Development · Diverse Music Education Insights · Neuroscience and Music Perception
Understanding teacher identity
Perceptions on the use of heritage to teach history in Secondary Education teachers in training
Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method
Issues and Challenges in Teaching Multicultural Music amongst Primary Music Teachers in Malaysia
Mai i te Ao Rangatahi ki te Ao Pakeke Ka Awatea
Equity and Music Education
Troubling Transcultural Practices
It’s Like a Whole Bunch of Me !”
Music Teacher Licensure Candidates in the United States
Using thematic analysis in psychology
Toward a Theory of Culturally Relevant Pedagogy
The politics of heritage education
Culture-Bearer, Culture-Sharer, Culture-Changer
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |