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Cultural Humility in Music Teacher Education: Toward Transformative Dialogues on Power, Privilege, and Social (In)equity.

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Title: Cultural Humility in Music Teacher Education: Toward Transformative Dialogues on Power, Privilege, and Social (In)equity.
Authors: Coppola, William J.1, Taylor, Donald M.2
Source: Action, Criticism & Theory for Music Education. Mar2022, Vol. 21 Issue 1, p110-141. 32p.
Subject Terms: *Music education, *Education of music teachers, Social justice
Abstract: Cultural humility has gained traction as a potentially transformative construct in social justice work, compelling practitioners to engage in a lifelong process of self-reflection and self-critique to recognize the limitations of their knowledge, practice openness toward others, and actively work to mitigate systemic inequities. In this paper, we draw theoretical interpretations from an empirical study of cultural humility as negotiated and developed through dialogues within a preservice music education course. By considering cultural humility through an iterative analysis of both empirical findings and theoretical perspectives, we propose that cultural humility comprises a fluid interrelation of intrapersonal, interpersonal, and transformative dimensions. We further articulate the significant internal struggles and challenges that emerged from this work as students navigated the various complications and contradictions that materialized through the process. [ABSTRACT FROM AUTHOR]
Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Cultural humility has gained traction as a potentially transformative construct in social justice work, compelling practitioners to engage in a lifelong process of self-reflection and self-critique to recognize the limitations of their knowledge, practice openness toward others, and actively work to mitigate systemic inequities. In this paper, we draw theoretical interpretations from an empirical study of cultural humility as negotiated and developed through dialogues within a preservice music education course. By considering cultural humility through an iterative analysis of both empirical findings and theoretical perspectives, we propose that cultural humility comprises a fluid interrelation of intrapersonal, interpersonal, and transformative dimensions. We further articulate the significant internal struggles and challenges that emerged from this work as students navigated the various complications and contradictions that materialized through the process. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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