Disabled and Racialized Musicians: Experiences and Epistemologies.
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| Title: | Disabled and Racialized Musicians: Experiences and Epistemologies. |
|---|---|
| Authors: | Bell, Adam Patrick1, Dasent, Jason2, Tshuma, Gift3 |
| Source: | Action, Criticism & Theory for Music Education. Sep2022, Vol. 21 Issue 2, p17-56. 40p. |
| Subject Terms: | *Music education, *Disability studies, Musicians, Critical race theory |
| Abstract: | Drawing on DisCrit--disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry's (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. To address this issue, we adhere to the fourth tenet of DisCrit by centering the perspectives of disabled and racialized people, presenting the experiences of Jason and Gift with music teaching and learning in the form of conversational interviews. [ABSTRACT FROM AUTHOR] |
| Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162661251 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Disabled and Racialized Musicians: Experiences and Epistemologies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bell%2C+Adam+Patrick%22">Bell, Adam Patrick</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Dasent%2C+Jason%22">Dasent, Jason</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Tshuma%2C+Gift%22">Tshuma, Gift</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Action%2C+Criticism+%26+Theory+for+Music+Education%22">Action, Criticism & Theory for Music Education</searchLink>. Sep2022, Vol. 21 Issue 2, p17-56. 40p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br />*<searchLink fieldCode="DE" term="%22Disability+studies%22">Disability studies</searchLink><br /><searchLink fieldCode="DE" term="%22Musicians%22">Musicians</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Drawing on DisCrit--disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry's (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. To address this issue, we adhere to the fourth tenet of DisCrit by centering the perspectives of disabled and racialized people, presenting the experiences of Jason and Gift with music teaching and learning in the form of conversational interviews. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162661251 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.22176/act21.2.17 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 40 StartPage: 17 Subjects: – SubjectFull: Music education Type: general – SubjectFull: Disability studies Type: general – SubjectFull: Musicians Type: general – SubjectFull: Critical race theory Type: general Titles: – TitleFull: Disabled and Racialized Musicians: Experiences and Epistemologies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bell, Adam Patrick – PersonEntity: Name: NameFull: Dasent, Jason – PersonEntity: Name: NameFull: Tshuma, Gift IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 15454517 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Action, Criticism & Theory for Music Education Type: main |
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