What a Difference in 3 Years! Risking Social Justice Content in Required Undergraduate Music Education Curricula

Abstract

Preparing future music educators to teach diverse students in U.S. schools is essential; diversity is increasing, especially in urban schools. Music teacher education infused with social justice content promotes successful student learning and an understanding of diversity. This 3-year narrative includes social justice materials, successful pedagogical strategies, pitfalls, and students’ comments. The 111 Caucasian students and 3 students of color were enrolled in three required music education undergraduate courses at an urban university. Students reflected about their cultural identities, created presentations with sensitive content, and revealed positive attitudinal changes about diversity. The risk for future music teachers was the requirement to learn a vast amount of traditional music education material plus social justice ideas. The risk for the professor involved breaking the canon of traditional music teacher preparation by teaching social justice content in required courses. What the author learned might persuade others to reevaluate their curricula and include social justice topics.

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