Intersectional Identities: Culturally Sustaining Pedagogy through the Lens of Chinese American Music Education
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| Title: | Intersectional Identities: Culturally Sustaining Pedagogy through the Lens of Chinese American Music Education |
|---|---|
| Language: | English |
| Authors: | Christy Go, Garrett Graves |
| Source: | Action, Criticism, and Theory for Music Education. 2026 25(1):7-38. |
| Availability: | MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chinese Americans, Music Education, Culturally Relevant Education, Teaching Experience, Intersectionality, Self Concept, Student Experience, Music Teachers, Inclusion, Cultural Pluralism |
| ISSN: | 1545-4517 |
| Abstract: | In this paper, we critically examine Culturally Sustaining Pedagogy through the lens of student and teacher experiences in Chinese American music education, primarily through personal dialogic counter-narrative as co-researchers. While culturally sustaining pedagogy can empower students by valuing their cultural heritage, its implementation has predominantly focused on certain ethnic groups, often overlooking the complex identities within Asian American communities. We explore the limitations of current culturally sustaining pedagogy approaches, drawing on tenets of Asian Critical Theory and counter-narrative methodology to advocate for a more inclusive and continuously evolving understanding of culturally sustaining pedagogy that considers the intersectional cultural identities of students in a pluralistic society. We call for a shift in consciousness among stakeholders to ensure culturally sustaining pedagogy sustains the cultural wealth of all students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://act.maydaygroup.org/intersectional-identities-culturally-sustaining-pedagogy-through-the-lens-of-chinese-american-music-education/ |
| Accession Number: | EJ1499730 |
| Database: | ERIC |
| Abstract: | In this paper, we critically examine Culturally Sustaining Pedagogy through the lens of student and teacher experiences in Chinese American music education, primarily through personal dialogic counter-narrative as co-researchers. While culturally sustaining pedagogy can empower students by valuing their cultural heritage, its implementation has predominantly focused on certain ethnic groups, often overlooking the complex identities within Asian American communities. We explore the limitations of current culturally sustaining pedagogy approaches, drawing on tenets of Asian Critical Theory and counter-narrative methodology to advocate for a more inclusive and continuously evolving understanding of culturally sustaining pedagogy that considers the intersectional cultural identities of students in a pluralistic society. We call for a shift in consciousness among stakeholders to ensure culturally sustaining pedagogy sustains the cultural wealth of all students. |
|---|---|
| ISSN: | 1545-4517 |
