This descriptive collective case study explored the experiences of three Black women music educators through the framework of community cultural wealth. Analysis of data collected through Seidman’s three-stage phenomenological interview model revealed three themes. The first, “path to teaching,” represented the formative experiences that shaped participants’ development, including a deep level of embodied musical knowledge in multiple genres and the development of resilience. The second, “navigating the academy,” represented the experiences of participants during their collegiate programs, including mentorship and support they had received, perseverance through difficult challenges, and intersections of their experience with existing and often problematic structures in music schools. The final theme, “pedagogical approach,” represented the ways that participants wove aspects of their individual capital and experience into their pedagogical approach, including knowledge of families and community, ethnoracial representation for their students, culturally responsive approaches to pedagogy, and passing along tools for navigational success to their students. Alignment of the data with the framework of community cultural wealth is discussed, emphasizing participants’ prominent uses of both navigational and resistant capital and the development of “Black musical capital.” Implications for music education are discussed.

中文翻译：

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“我以前坐在你的座位上”：三位黑人女性音乐教育家的经历研究

这项描述性集体案例研究通过社区文化财富的框架探讨了三名黑人女性音乐教育者的经历。通过塞德曼的三阶段现象学访谈模型收集的数据分析揭示了三个主题。第一个“教学之路”代表了塑造参与者发展的形成性经历，包括多种流派的深层音乐知识和复原力的发展。第二个“学院导航”代表了参与者在大学课程期间的经历，包括他们获得的指导和支持、坚持不懈地应对困难的挑战，以及他们的经验与音乐学校现有且经常存在问题的结构的交叉点。最后的主题“教学方法”代表了参与者将个人资本和经验的各个方面融入到教学方法中的方式，包括家庭和社区的知识、学生的民族代表性、文化响应式教学方法以及传递工具为了学生的导航成功。讨论了数据与社区文化财富框架的一致性，强调参与者对航行和抵抗资本的突出使用以及“黑人音乐资本”的发展。讨论了对音乐教育的影响。