A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Editorial Board: William Bauer, Case Western Reserve
University. Susan Wharton Conkling, Eastman School of Music,
University of Rochester. Colleen Conway, University of Michigan.
Lisa R. Hunter, The State University of New York College at
Buffalo. Joshua A. Russell, The Hartt School, University of
Hartford. Peter Whiteman, Institute of Early Childhood, Macquarie
University. Issues of Identity in Music Education: Narratives and
Practices focuses on the stories of individuals-cooperating
teachers and student teachers, undergraduate composers, singers and
non-singers, Hispanic and white students, and instrumental music
educators. Individually and collectively, these studies tell
stories about the ways that people, places, and spaces in music
education interact to shape identity. Although using specific
methodologies within both qualitative and quantitative traditions,
collectively these studies create a kind of complementarity-the
kind of inquiry symbiosis that Sandra Stauffer in Volume 2 avers we
are ready to embrace in the profession. Continuing the practice of
inviting essays from prominent educators, Volume 3 presents the
thinking of Jean Clandinin on narrative inquiry. Her essay brings
both added depth and clarity in understanding the key ideas,
processes, relationships, and ethics involved in narrative
research. Peter Whiteman's and Regina Murphy's concluding essays
advance the conversation on the role of discussant within the
context of the Annual Meeting of AERA. Whiteman and Murphy share
insights from their own experiences as they describe the purposes
and processes of this important role. Like the studies within this
volume, these essays elucidate the various roles and identities we
hold as researchers. This volume is a significant addition to the
libraries of Schools of Music and Colleges of Education, as well as
an important reference for music scholars and educators,
researchers, and graduate students who are concerned with advancing
both the scope and quality of research in the study of music
teaching and learning.
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