Forging Cultural Pathways in Music Learning, Making, and Teaching

Authors: Jason D. Thompson¹, Rekha S. Rajan²
View Affiliations Hide Affiliations

¹ California State University, Sacramento ² Award-winning author
Source: If Colors Could Be Heard , pp 67-71
Publication Date: November 2025
DOI: https://doi.org/10.1386/9781835951675_9
Language: English
Accessibility Summary: EPUB 3 and pdf file included; compatible with devices and software which can read these formats. Alternative text for images. Tagged with a logical reading order to assist screen readers. Navigation between in-text citations and reference list, and endnotes and endnote markers. Font size, spacing, contrast, text justification, number of columns are not adjustable.

This section explores the authors' personal and professional conflicts, shedding light on how they overcame obstacles, reflected on and challenged prevailing perceptions, and ultimately paved the way for a new way of teaching music. As you read through the chapters in this section, consider how these authors break the mold to amplify the concept of “forging new pathways.”

Keywords: choral music ; Culture ; Diversity ; immigrants ; indigenous cultures ; music identity ; Music learning ; Music making ; Pathways ; teaching

Full text loading...

References

Ballantyne, J., & Kallio, A. A. (2024). Engaging emerging diversities: Navigating complex and dynamic intersections in music teacher education. International Journal of Education & the Arts, 25(15), 1–18.
[Google Scholar]
Diaz, R. (2021). Decentering and dismantling white prominence in music education: Portraits of diversity, equity, and inclusion initiatives [Doctoral dissertation, University of Minnesota].
Hess, J. (2022). The surge toward “diversity”: Interest convergence and performative “wokeness” in music institutions. Action, Criticism & Theory for Music Education, 21(2), 126–155.
[Google Scholar]
McCall, J. M. (2021). “Straight, no chaser”: An unsung blues. In Handbook of critical race theory in education (pp. 203–220). Routledge.
[Google Scholar]

References

Ballantyne, J., & Kallio, A. A. (2024). Engaging emerging diversities: Navigating complex and dynamic intersections in music teacher education. International Journal of Education & the Arts, 25(15), 1–18.
[Google Scholar]
Diaz, R. (2021). Decentering and dismantling white prominence in music education: Portraits of diversity, equity, and inclusion initiatives [Doctoral dissertation, University of Minnesota].
Hess, J. (2022). The surge toward “diversity”: Interest convergence and performative “wokeness” in music institutions. Action, Criticism & Theory for Music Education, 21(2), 126–155.
[Google Scholar]
McCall, J. M. (2021). “Straight, no chaser”: An unsung blues. In Handbook of critical race theory in education (pp. 203–220). Routledge.
[Google Scholar]

From This Site

/content/books/9781835951675.p02-1

dcterms_title,dcterms_subject,pub_keyword

-contentType:Contributor -contentType:Concept -contentType:Institution

10

5