A Self-Study of Designing and Teaching an Equity-Centered Classroom Ecology Course in Music Education

• In Event: Tensions in Self-Study: Grappling with Boundaries, Relationships, & New Roles

Abstract

In this self-study, I explored my experience designing and teaching Classroom Ecology for Music Educators, a new course for preservice music teachers grounded in race-conscious, trauma-informed, and equity-centered frameworks. Using reflective journals, course materials, student work, and student interviews, I examined how my K-12 background shaped my evolving approach to justice-focused pedagogy. A critical friend—a music teacher educator with experience in course design—provided ongoing feedback throughout data collection and analysis. Findings revealed tensions in translating broad equity principles into music-specific practice and in supporting students’ classroom management development. This study contributes to music education S-STEP research, underscores the influence of teacher educator identity in curriculum design, and models reflexive inquiry that bridges general education research with music teacher preparation.

Author

• Daniel Taylor, Vanderbilt University