Standing at the Intersection of Race and Class in Music Education

Abstract

The main purpose of this essay is to critically analyze why social class receives relatively little attention in American social justice scholarship in music education. An associated aim is to make a case for more extensive considerations of class, including a much stronger intersectional alliance between critical class and antiracist scholarship. In particular, an intersectional approach to class and race is shown to have explanatory and political potential in music education, particularly in the controversy surrounding Michael Butera's resignation as NAfME Executive Director. The article concludes with a call for solidarity among all who strive for social justice in music education.

Factors Impacting Elementary General Music Teachers’ Career Decisions: Systemic Issues of Student Race, Teacher Support, and Family

“…Emphasizing race was not an intention of this study, yet our findings necessitate a comparison with previous literature. Recent studies about race issues in music education contain themes of inequity, marginalization, culturally relevant teaching, and underrepresentation (Bates, 2019;Bond & Russell, 2019;Doyle, 2012Doyle, , 2014Hess, 2018;Powell, 2020). Notably, previous researchers have situated issues of race, social class, and urbanicity as inextricably linked, a point for which Doyle (2012Doyle ( , 2014 in particular made a convincing correlation.…”

The Paradox of Democracy in Popular Music Education: Intersectionalizing “Youth” Through Curriculum Analysis

“…in detecting the overlapping and co-construction of visible andat first sightinvisible strands of inequality" (p. 366). Previous music education research has pinpointed the workings of gender, sexuality, social class, ethnicity, and race (e.g., Bates 2019;Bradley 2007;Gould 2005;Green 2003;Hess 2015). However, given the vastly diversifying teaching contexts in Finland and worldwide, further understanding on the interrelatedness of student identities and structural inequity is needed.…”

The Politics of Diversity in Music Education

“…in detecting the overlapping and co-construction of visible andat first sightinvisible strands of inequality" (p. 366). Previous music education research has pinpointed the workings of gender, sexuality, social class, ethnicity, and race (e.g., Bates 2019;Gould 2005;Hess 2015). However, given the vastly diversifying teaching contexts in Finland and worldwide, further understanding on the interrelatedness of student identities and structural inequity is needed.…”