Marginalized Voices in Music Education explores the American culture of music teachers by looking at marginalization and privilege in music education as a means to critique prevailing assumptions and paradigms. In fifteen contributed essays, authors set out to expand notions of who we believe we are as music educators -- and who we want to become. This book is a collection of perspectives by some of the leading and emerging thinkers in the profession, and identifies cases of individuals or groups who had experienced marginalization. It shares the diverse stories in a struggle for inclusion, with the goal to begin or expand conversation in undergraduate and graduate courses in music teacher education. Through the telling of these stores, authors hope to recast music education as fertile ground for transformation, experimentation and renewal.

chapter |12 pages


chapter 1|15 pages

Speak No Evil

Talking Race as an African American in Music Education

chapter 2|18 pages

Black Keys on a White Piano

A Negro Narrative of Double-consciousness in American Music Education

chapter 3|19 pages

Why Just Me (or Few Others) in Music Education

An Autoethnographic Point of Departure

chapter 5|19 pages

Cultural Straddling

The Double Life of a Mariachi Music Education Major

chapter 6|15 pages

“Put Your Big Girl Panties On!”

A Female High School Band Director’s Career in a Culture of Masculinity

chapter 7|23 pages

“Can’t I Sing with the Girls?”

A Transgender Music Educator’s Journey

chapter 8|16 pages

Like Putting a Circle with a Square

A Male Alto’s Choral Journey

chapter 9|23 pages

Zeke’s Story

Intersections of Faith, Vocation, and LGBTQ Identity in the South