Voices of Rural Music Teachers
Negotiating Professional and Proximal Communities in Rural Music Education
Bibliographic Data
| ID | 7148831 |
|---|---|
| Authors | Daniel C Johnson (0000-0003-4068-6521, University of North Carolina Wilmington), Ann Marie Stanley (0000-0003-4533-6010, Pennsylvania State University), Timothy E Nowak (0000-0001-7233-5887, East Carolina University) |
| Year | 2025 |
| Issue | 245 |
| Pages | 30-47 |
| Publication date | 2025-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bulletin of the Council for Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0010-9894 • E-ISSN: 2162-7223 |
| Publisher | University of Illinois Press (PUBLISHER • US) |
| DOI | 10.5406/21627223.245.02 |
| OpenAlex | W4416708151 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
In this multiple case study, we interviewed seven music teachers who taught in rural settings across the southeastern United States to examine how they understand their roles and navigate their positions within both their local communities and broader professional networks. Our research questions were: How do these music teachers: (a) define their roles within their local, rural communities; (b) define their roles within the broader professional community; and (c) navigate tensions in the understanding of their roles within and between their local and larger professional communities? Using content analysis of interview transcripts and discussion board posts, we explored how these music teachers defined their roles within proximal rural communities and in their broader professional community as well as how they navigated tensions between these two communities. We found urbanormative assumptions to be pervasive throughout both proximal and professional music education communities and that music teachers struggled to reconcile these assumptions with ways to successfully support their students’ music-making. We suggest professional development for rural music teachers be reconceptualized: Instead of presentational content delivery, it should build an additional professional community—one designed around a commitment to challenging urbanormative assumptions in music education and exploring innovative alternatives
Content analysis · Faculty Development · Music education · Negotiation · Presentational and representational acting · Professional development · Professional learning community · Rural community · Diverse Music Education Insights · Indigenous and Place-Based Education · Teacher Education and Leadership Studies
How Does Professional Development Improve Teaching?
A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course
Instrumental Music Education in Rural Mississippi
Virtual Professional Learning Communities
Instrumental Music Education in Rural North Carolina
Primary school music teachers’ professional development motivations, needs, and preferences
The Community in Rural America
Provisional Selves
The Post-Place Community
Music Education and/in Rural Social Space
Music Educated and Uprooted
Big City, Turn Me Loose, and Set Me Free.” A Critique of Music Education as Urbanormative
Placed-Based Music Education
The Power of Metaphor in Rural Music Education Research
It Really Comes Down to the Community”
Music Education and Rural Reform, 1900-1925
Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012
The Development of the Urban-Rural Cleavage in Anglo-American Democracies
Two Decades of Developments in Qualitative Inquiry
Critical Rural Theory
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |