In light of recent discussions on the importance of shared visions in teacher education, this inquiry raises necessary questions as to whose visions shape unified and shared visions, and whose remain absent, unspoken, or silenced in the margins. The starting point for this inquiry was a set of visions for music education in Nepal that were co-constructed with over 50 musician-teachers working in the Kathmandu Valley, during a series of 16 workshops guided by Appreciative Inquiry’s 4D cycle. Despite the challenges female musician-teachers encounter in their pursuit of music in Nepal, no reference to these injustices was apparent in the resulting shared visions. This inquiry therefore engages with the nature and possible causes of this lack of reference, leaning on economist and philosopher Amartya Sen’s (2009) idea of justice and social-cultural anthropologist Arjun Appadurai’s (2004) notions of the capacity to aspire and the capacity for voice. The critical (Kuntz, 2015) and reflexive (Alvesson & Sköldberg, 2009) work guiding this inquiry suggests that while the workshops were guided by the aim to be inclusive, the need to come to consensus when co-constructing shared visions both reflected and obscured the injustices experienced by female musician-teachers. The article concludes by offering insights for music teacher education.

中文翻译：

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“因为我是女孩”：令人困惑的音乐教育愿景

根据最近关于共享愿景在教师教育中的重要性的讨论，本次调查提出了一些必要的问题，即谁的愿景会形成统一和共同的愿景，而他们的愿景仍会缺失，未表达或沉默。这项探究的出发点是尼泊尔的音乐教育愿景，与在加德满都谷地工作的50多位音乐家老师共同构建了一系列愿景，在赞赏探究的4D周期指导下举行了16场研讨会。尽管女音乐家和老师在尼泊尔追求音乐方面遇到了挑战，但在由此产生的共同愿景中，没有提到这些不公正现象。因此，这种询问涉及缺乏参考的性质和可能的原因，依靠经济学家和哲学家阿玛蒂亚·森（Amartya Sen）（2009）的正义观念以及社会文化人类学家阿琼·阿帕杜赖（Arjun Appadurai）（2004）的抱负和话语能力概念。指导调查的批判性工作（Kuntz，2015年）和反思性工作（Alvesson＆Sköldberg，2009年）表明，尽管研讨会的目标是包容性，但在共同构建反映和模糊的共同愿景时需要达成共识。女音乐家老师所经历的不公。本文的结尾部分提供了音乐老师教育的见解。（2009年）指导这项研究的工作表明，尽管研讨会的目标是包容性，但在共同构筑共同的愿景时，需要达成共识，这既反映又掩盖了女音乐家-老师所经历的不公正现象。本文的结尾部分提供了音乐老师教育的见解。（2009年）指导这项研究的工作表明，尽管研讨会的目标是包容性，但在共同构筑共同的愿景时，需要达成共识，这既反映又掩盖了女音乐家-老师所经历的不公正现象。本文的结尾部分提供了音乐老师教育的见解。