- Please join us for our 3rd 2016-2017 Webinar:
- Date: April 11,2017 Time: TBA Link: TBA
- Nicole Robinson, Ph.D., Interim Assistant Vice President for Equity and Diversity, Senior Vice President of Academic Affairs Leadership Fellow, and the Beverly Taylor Sorenson Presidential Endowed Professor of Elementary Music Education at the University of Utah
- Please read our CDSJ Newsletter 12.12.16 which contains the CDSJ response to Keryl McCord’s blog post “Why we must have inclusion, diversity, and equity in the arts: A response to the National Association for Music Education” and our webinar line-up for Spring 2017.
- Join our Facebook Group Page: https://www.facebook.com/groups/852073408152822/
- To update or correct your information on our membership page: name, institution affiliation, email, areas of interest within cultural diversity and social justice, please send an email to the facilitator (Amanda Soto – email@example.com).
This ASPA is committed to promoting a social justice perspective for music teacher education by:
- Investigating and disseminating information on culturally responsive pedagogies
- Exploring and reporting on issues affecting recruitment and retention of a diverse teaching force
- Challenging current perspectives of music, musicians, and music-making through online discussions and journal publications
- Raising awareness of factors affecting equitable access to music teaching and learning through dialoguing and disseminating research among key stakeholders
William Paterson University
Michigan State University
Texas State University
Register or login to your account on this site to add this group to your SMTE profile.
- Working Documents for ASPA & Individual Groups
- Announcements & Updates
- Links to External Sites for Projects
- CDSJ Newsletter 12.12.16
- Summaries of Completed Projects
- Reading Lists
- Resource Documents
- Lesson Plans & Activities
- Links to Additional Resources
2016 – 2017 CDSJ ASPA Webinar Series
“Cause I Know: A Story About Race in American Music Education.”
Deejay Robinson, M.M., M.Ed., Buckingham Browne & Nichols School
Deejay Robinson’s research interests focus on the intersections of race, power, and privilege in American music education. Currently, Deejay is engaged in co-authoring a book detailing the experiences of minority music educators across the United States. He published an Open Letter to Minority Music Teachers and has two co-authored chapters to be published in the spring of 2017. He serves as an educational think-tanker for the Handel and Haydn Society and a LGBTQ curriculum writer for the Massachusetts Department of Elementary and Secondary Education. Deejay resides in Boston, Massachusetts and has degrees in vocal performance and music education.
“Culturally Responsive Teaching in Music Education: From Understanding to Application.”
Vicki R. Lind, Ph.D., Associate Professor of Music Education at the University of Arkansas at Little Rock.
Vicki R. Lind is an associate professor at the University of Arkansas in Little Rock. She holds a B.M.E and M.M.E from Wichita State University and a Ph.D. degree from the University of Arizona. Lind’s research, published in national and international journals, focuses on the issues of equity and access to high quality music education and culturally responsive teaching in music.
Constance McKoy, Ph.D., Associate Professor at the University of North Carolina Greensboro
Connie McKoy is an associate professor and Director of Undergraduate Studies in the School of Music, College of Visual and Performing Arts at The University of North Carolina at Greensboro (UNCG). She holds a B.M. degree from the Oberlin Conservatory and master’s and Ph.D. degrees in music education from UNCG. McKoy’s research, which has been published widely, focuses on the cultural competence of pre-service music teachers and culturally responsive teaching in music.
2014 – 2015 CDSJ ASPA Webinar Series
“Change the Story: Think Differently & Act Courageously”
Mackie V. Spradley, Ph.D.
Coordinator of Secondary Choral and General Music Studies, Dallas Independent School District
Tuesday, April 7, 2015, 2:00 p.m. (EST)
Description: In this webinar, Dr. Spradley will share her story of how a large metropolitan public school district took progressive acts to provide access to music education for a greater student population, particularly those marginalized. She will share strategies that proved to be successful in implementing change to engage all stakeholders in the process and how policies and practices were addressed to support a more socially just teaching and learning system. The audience will be asked to participate in the dialogue of other potential strategies could provide quality music education to all students in public schools.
“Who Counts in Music Education Scholarship”
Adam Kruse, Ph.D., Assistant Professor of Music Education
University of Illinois at Urbana-Champaign
Thursday, December 4, 2014 3:00 p.m. Eastern Time
Description: In this webinar, attendees will discuss some of the social and cultural concerns surrounding the politics of music education scholarship. In particular, the conversation will focus on issues of privileged knowledge, marginalization, and alternative publication possibilities.
Current & Future Projects
- Develop CDSJ web site with links to research, organizations and projects encompassing issues and information of interest (ongoing). Please email articles, reading lists, completed or ongoing projects, and successful teaching practices to facilitator Amanda Soto – <firstname.lastname@example.org>.
- Identify other media outlets for information including: Facebook, CDSJ blog, and NAfME website. Contact Vicki Lind <email@example.com> if interested in assisting with Facebook project.
- Discuss ways to better serve LGBT community.
- Connect with other professional organizations.
Develop cross-ASPA research projects regarding under-represented populations in K-12 music education and music teacher education (new and ongoing).
- Identify and investigate barriers to recruitment and retention of under-represented populations
- Identify and explore the practices of successful culturally responsive music teachers