Hopeful Possibilities for Graduate Music Education: A Collaborative Autoethnography of Doctoral Music Education Students

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Considerations in Music Teacher Education (Table 36)

Abstract

Graduate music education is a transformative process; however, minoritized voices often can be excluded. This collaborative autoethnography features the journals, conversations, and discussions of five Black, Brown, Indigenous, and Asian (BBIA) U. S. doctoral music education students. The purpose of this study is to illuminate these voices that challenge racial marginalization for modeling new possibilities that envision a more hopeful and inclusive future. Qualitative analysis resulted in three emergent themes: knowing ourselves together, balancing oppressive systems with our identities, and possible, hopeful futures. Implications for future research include a greater understanding of the lived experiences of racially marginalized graduate students in support of a more hopeful future and a continuation of the amplification of minoritized voices in music education research.

Authors

• Victor Antonio Lozada, University of North Texas - Dallas

• Kay Piña, Pennsylvania State University

• Ruben J. Alcala, Fort Worth Independent School District

• Lorelei Batisla-ong, Baldwin Wallace University

• Miguel Garcia, Northwestern University