Cultural Diversity & Social Justice

Sarah M. Minette, M.M.E., Arizona State University, Doctoral Candidate, Minneapolis South High School Music Teacher

This webinar invites audience members inside Sarah Minette’s high school music classrooms where she is shaking things up. Inspired by the current discussions revolving around equity and access in music education, Sarah’s approach to music education is grounded in culturally responsive pedagogy. Acknowledging differences within the classroom, Sarah and her students find commonalities in their music making. This session will offer contemplations on the necessity for music educators, as well as teacher educators, to consider “what if”, “why” and “with whom” and the implications these ponderings have for the future of music education.

Webinar Video:

https://www.youtube.com/watch?v=7lCIhCsEv6U&feature=youtu.be

Webinar Video:

“Culturally Responsive Teaching in Music Education: From Understanding to Application.”

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.

“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.

“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.

Webinar Video:

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.

Webinar Video:

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.

Webinar Video: