Investigating connections among critical feminism, a music teacher education preparation program, and secondary band education: exploring purpose and impact
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Abstract
As student demographics in the United States continue to diversify across racial, ethnic, and cultural lines, music education must evolve to meet the needs of all learners (Jorgensen, 2007). Despite this shift, instrumental music education remains deeply rooted in White, Eurocentric traditions that marginalize diverse perspectives (Green, 2002; Nelson-Shouldice & Eastridge, 2020). Studies on composer and performer inclusion reveal significant underrepresentation of women and people of color in standard repertoire and curricular materials (Allsup & Benedict, 2008; Kindall-Smith et al., 2011; Koza, 1994). Scholars such as Hess (2018) and Griffiths (2020) have identified systemic inequities embedded in music education’s structures, arguing that the dominance of “Whiteness” in repertoire limits students’ musical experiences and reinforces exclusionary norms.
These disparities contribute to a self-perpetuating feedback loop: students who feel alienated by traditional music education may disengage from band programs, and those who become educators may inadvertently replicate these oppressive practices through repertoire choices and instructional methods that fail to reflect their students’ identities (VanDeusen, 2021). At the same time, organizations like the National Association for Music Education (NAfME) remain predominantly White and affluent, underscoring the need for systemic reform (Jorgensen, 2007). The limitations of current music teacher education programs—including sanitized curricula and the avoidance of politically or culturally relevant music—further impede progress toward equity (Allsup & Benedict, 2008).
Grounded in the theoretical framework of critical feminism (Freire, 1970/2000; hooks, 1994), this study examines how teacher preparation programs can potentially disrupt exclusionary practices in instrumental music education. Through a mixed-methods design involving document analysis, surveys, and interviews, this study investigates how integrating critical feminist principles into music teacher education influences the instructional practices and professional identities of in-service secondary band teachers. The findings contribute to a growing body of scholarship that calls for reimagining music education as a more inclusive, student-centered, and socially just practice.
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2025