자료유형  

 학위논문

Control Number  

0017164777

International Standard Book Number  

9798346754343

Dewey Decimal Classification Number  

780.7

Main Entry-Personal Name  

Sanchez, Lorenzo.

Publication, Distribution, etc. (Imprint  

[S.l.] : Michigan State University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

240 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

General Note  

Advisor: Hess, Juliet L.

Dissertation Note  

Thesis (Ph.D.)--Michigan State University, 2024.

Summary, Etc.  

요약Antiblack racism is endemic to every context youth navigate. Warren and Coles (2020) highlighted that academic spaces can often be the sites of the following antiblack assaults: interpersonal, environmental, and curricular. I focused on the manifestations of antiblack racism and intersecting forms of oppression in the lives of two Black queer femme highschoolers attending a high achieving performing arts high school in Florida. Florida has become an increasingly polarized sociopolitical environment and a predictor of sorts for state contexts.I utilize Black Critical Theory (BlackCrit) to observe how music education participates in the un/intentional harming of Black youth. I further considered how these harms can contribute to a metaphorical death through necropolitics (Mbembe 2003/2019), what I describe as a bifocal lens. I contend that the uncritical operationalizing of social justice is often informed through an approach to multiculturalism and social justice that exists upon a foundation of antiblackness and spirit-murder (Love 2019).I utilized my lived experience and bifocal lens to construct these research questions:1. How do Black youth see [their] culture reflected in music education?2. How do Black youth navigate their place in music education?3. How do Black youth re/imagine a music education that celebrates and lifts their identities?These research questions ultimately guided the study and contribute to a new body of scholarship that has not yet been considered in music education. It is my objective that this dissertation provides greater clarity in identifying and combatting antiblackness with greater facility.I engaged in a methodology that I described as an Endarkened fabulation of the experiences of two young queer Black femmes, using data I collected through kitchen table talks (Kohl and McCutcheon 2015) and ethnographic methods. This methodology consists of the confluence of Endarkened Feminist Epistemology (Dillard 2000), Endarkened storywork (Toliver 2021), and critical fabulation (Hartman 2008). I use the collected data and my lived experience to create a composite narrative and philosophical reflection.The findings of this study showcase the varying degrees of emotional harm the participants face. The participants faced interpersonal assaults with their administrators, directors, and classmates. The environmental assaults often stemmed from the severe isolation both participants felt by being the few people of color in their classes but was exacerbated by the Eurocentric posters and imagery in classroom spaces. The curricular assaults consisted of uncritically selecting "fun" repertoire from diverse composers and a lack of meaningful contextualization of the music. The participants additionally noted a severe lack of freedom in musical spaces, one that prevented them from exploring their own musical interests. What was most powerful, however, was identifying the various ways the participants resisted this violent environment through fugitive moments. These fugitive moments included the making of queer friend spaces, self-guided learning, and exploring music outside of the classroom.The implications of this inquiry are multi-faceted. The perspectives of these Black queer youth are currently vastly underrepresented and considered in mainstream music education discourse. Their insights provide powerful implications for the shifts that must occur in music teacher education and policy to affirm groups of children that are treated like they are disposable in this current paradigm. This work will serve as a foundation for future work in designing culturally-affirming curriculum and developing racially-informed pedagogies.

Subject Added Entry-Topical Term  

Music education.

Subject Added Entry-Topical Term  

Pedagogy.

Subject Added Entry-Topical Term  

Music.

Subject Added Entry-Topical Term  

LGBTQ studies.

Subject Added Entry-Topical Term  

Black studies.

Index Term-Uncontrolled  

Afrofuturism

Index Term-Uncontrolled  

Antiblackness

Index Term-Uncontrolled  

BlackCrit

Index Term-Uncontrolled  

Critical race theory

Index Term-Uncontrolled  

Endarkened

Index Term-Uncontrolled  

Necropolitics

Added Entry-Corporate Name  

Michigan State University Music Education - Doctor of Philosophy

Host Item Entry  

Dissertations Abstracts International. 86-06A.

Electronic Location and Access  

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Control Number  

joongbu:656303