Conceptualizing Antiracist Pedagogies Within Experimental Music's Community of Practice

• In Event: Marriott Roundtable Session Three
  In Roundtable Session: Inclusive Arts Education Practice and Research (Table 1)

Abstract

Despite communities of practice (COPs) research asserting the importance of identity development within these learning contexts, research has largely overlooked racial identity development within COPS. In response, I address the following research question: how do participants in an experimental music community conceptualize anti-racist pedagogies? Through an analysis of interviews with board members and employees of the experimental music venue at the center of this instrumental case study, I show that participants recognize opportunities to challenge white supremacy and build critical understandings of racialization across all three of Wenger’s (1998) dimensions of COPs: mutual engagement, joint enterprise, and shared repertoire. This study therefore provides a potential framework for future studies into anti-racist pedagogies within informal arts education.

Author

• Peter J. Woods, Massachusetts Institute of Technology
  Presenting Author