Marginalized Voices in Music Education explores the American
culture of music teachers by looking at marginalization and
privilege in music education as a means to critique prevailing
assumptions and paradigms. In fifteen contributed essays, authors
set out to expand notions of who we believe we are as music
educators -- and who we want to become. This book is a collection
of perspectives by some of the leading and emerging thinkers in the
profession, and identifies cases of individuals or groups who had
experienced marginalization. It shares the diverse stories in a
struggle for inclusion, with the goal to begin or expand
conversation in undergraduate and graduate courses in music teacher
education. Through the telling of these stores, authors hope to
recast music education as fertile ground for transformation,
experimentation and renewal.
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