"We All Have a Little More Homework to Do:": A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice. (July 2020)

• Record Type: Journal Article
• Authors: Salvador, Karen; Paetz, Allison M.; Tippetts, Matthew M.
• Is Part Of: Journal of research in music education. Volume 68:Number 2(2020:Jul.)
• Page Start: 193
• Page End: 215
• Publication Date: 2020-07
• Subjects: music teacher education -- social justice -- inclusive instruction -- grounded theory -- transformative education; Music -- Periodicals; Music -- Instruction and study -- United States -- Periodicals; 780.71
• DOI: 10.1177/0022429420920630
• Languages: English
• ISSNs: 0022-4294

Abstract

The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz's constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named "transformative learning processes (TLP) for practicing music teachers encountering social justice." TLP comprises four interrelated components: "building Gemütlichkeit, " "grappling with difficult material, " "emotional intensity, " and "course structures, " with "stories" acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.