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"Like a Double, Triple Hate": Music Education at the Intersections of Race, Religion, and Sexuality in the Bible Belt
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | "Like a Double, Triple Hate": Music Education at the Intersections of Race, Religion, and Sexuality in the Bible Belt. |
| 개인저자 | Thomas-Durrell, Latasha . |
| 단체저자명 | Michigan State University. Music Education - Doctor of Philosophy. |
| 발행사항 | [S.l.]: Michigan State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 224 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085753791 |
| 학위논문주기 | Thesis (Ph.D.)--Michigan State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Hess, Juliet. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | With the purpose of better understanding how a population of multiply marginalized teachers navigate their professional and personal lives, this narrative study focused on the following research question: How do K-12 African American LGBQ music educators who teach in the Bible Belt describe their negotiation of various identity markers (race, sexual identity, religion, and other social norms that stem from religious beliefs)? In order to honor the voices and experiences of the three participants Andrew, Zion, and Alex (pseudonyms), this study embraced the emergent design of narrative inquiry and ethnographic techniques. The experiences of these three music educators revealed the importance of intersectionality in understanding complex and interlocking layers of identity. Four main categories of themes emerged related to participants' layers of identity considerations: family, race, music education, and resilience. The topics of each participant's interviews all centered around similar themes-the importance of faith in their lives or at least in their childhoods, battling with their families' conservative religious beliefs in general and in relation to sexual identity, the (assumed) closeness of family, racial microaggressions and stereotypes, music education advocacy and representation, and resilience through every tough experience. The theoretical lenses labeling theory and queer theory illuminated connections between how and why participants navigated their personal and professional lives in their respective ways. Labeling theory guided analysis of how people in dominant roles used labels to demean the character of participants who reflect identities incongruous with dominant identities. Queer theory aided in examining participants' experiences and choices in how they deconstruct labels attached to their interlocking identities. Based on participants' experiences and perceptions, implications emerge for how families and education personnel might provide support and mentorship for minoritized populations, and how music educators can help drive needed changes in music education. Education professionals can make policy changes that better support minoritized teachers and students alike. Better and more professional development that focuses on identity considerations is needed for all music educators. |
| 일반주제명 | Music education. Religion. African American studies. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
