ABSTRACT
Higher education makes many demands of its instructors: instructors must adopt new teaching approaches, increase retention efforts, and engage in institutional initiatives centered around diversity, equity, inclusion, and belonging (DEIB). Each of these is important and crucial to building a healthy learning environment and institutional culture. Each of these is important and crucial to building a healthy learning environment and institutional culture. However, at times these concepts are tokenized at the expense of outward displays of performative DEIB policies. Though music history is often presented as a fixed entity instructors are constantly re-discovering musical narratives that have previously been excluded. Instructors have a unique opportunity to uncover these perspectives with their students and to demonstrate that far from studying a monolithic music history, they are in fact exploring multilayered, intersectional music histories.
