Journal
JOURNAL OF MUSIC TEACHER EDUCATION
Volume 28, Issue 3, Pages 72-84Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/1057083718814582
Keywords
gender; LGBTQA; preservice teachers; social justice; transgender
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Gender is one of the many social constructs that can influence teaching and learning. As trans(gender) people come out at earlier ages, an increasing number of teachers will have openly identifying trans and gender nonconforming students in their classes. Music educators and music teacher educators are often supporters of LGBTQA (lesbian, gay, bisexual, transgender, queer/questioning, asexual/agender/ally) students; thus, these constituencies should expand their notions of gender away from a simplistic binary category toward a gender-complex approach in which all students-cisgender, trans, genderqueer, and questioning-can thrive. To that end, we provide an overview of vocabulary and teaching pedagogies pertinent to gender issues in music teacher education. In addition, we offer sample lessons and projects that could be incorporated into preservice music teacher preparation.
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