Music Educated and Uprooted: My Story of Rurality, Whiteness, Musicing, and Teaching

Shevock, Daniel J.

doi:10.22176/act15.4.30

Cited by 2 publications

(3 citation statements)

References 8 publications

(7 reference statements)

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“…Facing enclosure, Action, Criticism, and Theory for Music Education 16 (1) Bates (2016) recommends "a process of re-combining domains of human experience and knowledge that probably should not have been separated in the first place" (9; emphasis in original). I call this re-combining rerooting (Shevock 2016) as a part of a philosophy of music education on soil . Music education on soil looks to cultivate human and non-human relationships outside of institutions.…”

Section: Rerootingmentioning

confidence: 99%

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Thoughts on the Law, Gatekeepers, and Rerooting

Shevock¹

2017

ACT

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Section: Rerootingmentioning

confidence: 99%

“…Gaining entry into music education means institutionalization, professionalization, and then moving further from soil to find a job. It can then result in living an unsustainable, unhappy, and uprooted modern life-the life of homo educandus musicae who indoctrinates the next generation into the myth of music scarcity (Shevock 2016).…”

Section: Rerootingmentioning

confidence: 99%

Thoughts on the Law, Gatekeepers, and Rerooting

Shevock¹

2017

ACT

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“…Whiteness is normalized and basically has been invisible to the dominant culture in the post-civil rights era, thus creating a false security that racialization, racism, and inequity no longer exist. To suggest they do exist challenges the norm, often creating White impatience, backlash, and rage (de Bruin, 2016;Khalifa & Briscoe, 2015;Shevock, 2016).…”

Section: White Racial Identity Developmentmentioning

confidence: 99%

Three tears for the red, white, and blue : self-realization of racial identity as a higher education administrator

Kateman¹

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A better understanding of one's racial identity can help eliminate racial injustice in higher education. Critical whiteness studies posit that white identity must be revealed. Using scholarly personal narrative, this study explored how self-realization of racial identity led to a more authentic acknowledgment of racial injustice, support for its elimination, and empathetic understanding of the injustices experienced by marginalized people. The personal narrative is that of a White, male higher education administrator, constructed around three data units, including student and professional experiences at the University of Missouri System. This study was prompted by two compelling questions posed by a professor: How can you love your country and be patriotic when it allowed by law chattel slavery? Would you trade places with a Black man? This study explores how racial identity can provide insight and inform strategies for higher education leaders who are seeking to eliminate racial injustice. Based on Helms's (1993) White racial identity development model, the research design uses a growth continuum informed by Conquergood's (1985) moral map to critically examine how a personal journey within the Black-White racial context led to greater, empathetic understanding of the racial injustices experienced by Black friends, classmates, colleagues, and others.

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Music Educated and Uprooted: My Story of Rurality, Whiteness, Musicing, and Teaching

Cited by 2 publications

References 8 publications

Thoughts on the Law, Gatekeepers, and Rerooting

Thoughts on the Law, Gatekeepers, and Rerooting

Three tears for the red, white, and blue : self-realization of racial identity as a higher education administrator

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