U.S. Music Education Professional Association DEI Leaders' Recommendations for Inclusive Praxis
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| Title: | U.S. Music Education Professional Association DEI Leaders' Recommendations for Inclusive Praxis |
|---|---|
| Language: | English |
| Authors: | Karen Salvador (ORCID |
| Source: | Journal of Music Teacher Education. 2026 35(3):15-34. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Music Education, Professional Associations, Inclusion, Praxis, Diversity Equity and Inclusion, Politics of Education, Elementary Secondary Education, Music Teachers, Teacher Educators, Preservice Teacher Education, Social Justice, Teacher Leadership, Decolonization |
| DOI: | 10.1177/10570837251327343 |
| ISSN: | 1057-0837 1945-0079 |
| Abstract: | Music Education Professional Associations (MEPAs) are membership-based non-profit organizations that advance music education through professional development, policy work, and advocacy. We interviewed diversity, equity, and inclusion (DEI) leaders (N = 16) from MEPAs in the United States to learn about their recommendations for inclusive praxis in music education, particularly given the current "DEI Backlash." Participants urged MEPA leaders, PK-12 music educators, and music teacher educators (MTEs) to listen, "walk the walk," allocate funds, develop skills and knowledge, and confront the role of politics. Participants indicated that PK-12 music educators should prioritize building relationships with families/communities, increasing the relevance of PK-12 school music, and persisting through mistakes. Finally, participants encouraged MTEs to resist replicating their own learning experiences, decenter Western classical music, discuss their positionalities, and ensure that preservice music teachers (PMTs) have field experiences with diverse populations. We conclude this article by contextualizing their suggestions within scholarship on the DEI backlash. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504480 |
| Database: | ERIC |
| Abstract: | Music Education Professional Associations (MEPAs) are membership-based non-profit organizations that advance music education through professional development, policy work, and advocacy. We interviewed diversity, equity, and inclusion (DEI) leaders (N = 16) from MEPAs in the United States to learn about their recommendations for inclusive praxis in music education, particularly given the current "DEI Backlash." Participants urged MEPA leaders, PK-12 music educators, and music teacher educators (MTEs) to listen, "walk the walk," allocate funds, develop skills and knowledge, and confront the role of politics. Participants indicated that PK-12 music educators should prioritize building relationships with families/communities, increasing the relevance of PK-12 school music, and persisting through mistakes. Finally, participants encouraged MTEs to resist replicating their own learning experiences, decenter Western classical music, discuss their positionalities, and ensure that preservice music teachers (PMTs) have field experiences with diverse populations. We conclude this article by contextualizing their suggestions within scholarship on the DEI backlash. |
|---|---|
| ISSN: | 1057-0837 1945-0079 |
| DOI: | 10.1177/10570837251327343 |
