“I Can See Clearly Now”: Confronting Stereotypes and Assumptions about Urban Music Education

By G. Preston Wilson¹
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¹ Fisk University
Source: If Colors Could Be Heard , pp 260-266
Publication Date: November 2025
DOI: https://doi.org/10.1386/9781835951675_32
Language: English
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The title of this chapter was inspired by Johnny Nash's hit album and single “I Can See Clearly Now [the rain is gone].” For this chapter, the rain would be the stereotypes and assumptions often associated with urban music programs. While there may be some truth contained in assumptions and stereotypes, they do not paint the whole picture of urban music education. In this chapter, I reflect on my interactions with the participants from my dissertation study, and their commentary challenged the many assumptions and stereotypes music educators often make about urban music education. My participants provided a broad, authentic perspective of what it means to be an urban music educator. I also share my reflections and implications for music education, inspired by my research.

Keywords: Bad Kids ; Future of Music Education ; Good Teaching ; Love ; Music Teacher Education ; New Teachers Feel Unprepared for Teaching in Urban Classrooms ; Reimagined World of Music Education ; Storytelling ; Student Potential ; Urban Schools Are Terrible Places

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References

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Welsh, R., & Swain, W. (2020). (Re)defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), 90–100. https://doi.org/10.3102/0013189X20902822
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Wilson, G. (2021). Successful urban elementary music educators: A phenomenological investigation [PhD dissertation, University of Missouri].
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References

Baker, V. (2012). Profile of an effective urban music educator. Update: Applications of Research in Music Education, 31(1), 44–54. https://doi.org/10.1177/8755123312458293
[Google Scholar]
Coloma, R. (2020). Decolonizing urban education. Educational Studies, 56(1), 1–17. https://doi.org/10.1080/00131946.2019.1711095
[Google Scholar]
Hunter, W., & Haydon, T. (2019). Implementing a classroom management package in an urban middle school: A case study. Preventing School Failure, 63(1), 68–76. https://doi.org/10.1080/1045988X.2018.1504740
[Google Scholar]
Kindall-Smith, M. (2004), Teachers teaching teachers: Revitalization in an urban setting. Music Educators Journal, 91(2), 41–46. https://doi.org/10.2307/3400048
[Google Scholar]
Knapp, M., & Shields, P. (1990). Reconceiving academic instruction for the children of poverty. The Phi Delta Kappan, 71(10), 752–758. http://www.jstor.org/stable/20404280
[Google Scholar]
Martignetti, F., Talbot, B., Clauhs, M., Hawkins, T., & Niknafs, N. (2013). “You got to know us”: A hopeful model for music education in schools. Visions of Research in Music Education, 23, 1–27. http://www.rider.edu/~vrme
[Google Scholar]
Salvador, K., & Kelly-McHale, J. (2017). Music teacher educator perspectives on social justice. Journal of Research in Music Education, 65(1), 6–24. https://doi.org/10.1177/0022429417690340
[Google Scholar]
Shaw, J. (2018). Pedagogical context knowledge: Revelations from a week in the life of itinerant urban music educators. Music Education Research, 20(2), 184–200. https://doi.org/10.1080/14613808.2016.1238062
[Google Scholar]
Welsh, R., & Swain, W. (2020). (Re)defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), 90–100. https://doi.org/10.3102/0013189X20902822
[Google Scholar]
Wilson, G. (2021). Successful urban elementary music educators: A phenomenological investigation [PhD dissertation, University of Missouri].
[Google Scholar]

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