Hoarse with no name: chronic voice problems, policy and music teacher marginalisation

Abstract

The voice is arguably one of the most important tools of the trade for music teachers. However, vocal health for music teachers is often relegated to the margins of policy discussion. This article investigates the social and political environs where vocal health resides, arguing that music teachers must be the first advocates for the enforcement of labour policies wherein the centrality of who they are, their real and metaphoric voices, is the subject of greater care. The purpose of this article is threefold: (1) to establish voice care as a ground-level policy issue that confronts music teachers daily; (2) to stimulate discussion of the impact of voice care as an agency-filled pathway in the professional lives of current and future teachers; and (3) to facilitate access to advocacy and policy ideas that will help educators and decision-makers to see vocal health as significant in the construction of professional autonomy.

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