Considering Gender Complexity in Music Teacher Education. Issue 3 (June 2019)

• Record Type: Journal Article
• Authors: Palkki, Joshua; Sauerland, William
• Is Part Of: Journal of music teacher education. Volume 28:Issue 3(2019:Jun.)
• Page Start: 72
• Page End: 84
• Publication Date: 2019-06
• Subjects: gender -- LGBTQA -- preservice teachers -- social justice -- transgender; School music -- Instruction and study -- Periodicals; Music teachers -- Training of -- Periodicals; 780.71
• DOI: 10.1177/1057083718814582
• Languages: English
• ISSNs: 1057-0837

Abstract

Gender is one of the many social constructs that can influence teaching and learning. As trans(gender) people "come out" at earlier ages, an increasing number of teachers will have openly identifying trans and gender nonconforming students in their classes. Music educators and music teacher educators are often supporters of LGBTQA (lesbian, gay, bisexual, transgender, queer/questioning, asexual/agender/ally) students; thus, these constituencies should expand their notions of gender away from a simplistic binary category toward a gender-complex approach in which all students—cisgender, trans, genderqueer, and questioning—can thrive. To that end, we provide an overview of vocabulary and teaching pedagogies pertinent to gender issues in music teacher education. In addition, we offer sample lessons and projects that could be incorporated into preservice music teacher preparation.