Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

中文翻译：

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关于种族和性别的问题：通过女权主义教学法和黑人女权主义教学法的视角研究本科音乐课程

女权主义教学法起源于社会建构主义和批判理论，为更加民主和多样化的课程和教学法提供了指导方法。黑人女权主义教育学从女权主义教育学延伸而来，它为教育中代表性不足的人群提供了更专业的教学方法。女权主义教学法和黑人女权主义教学法都为高等教育机构提供了一个独特的交集，其历史使命是将种族和性别融为一体，这是其有针对性的努力的一部分。这项研究探讨了将女性主义教学法和黑人女性主义教学法纳入斯佩尔曼学院的本科音乐课程的方式，斯佩尔曼学院是一所历史悠久的黑人女子学院。将芭芭拉·考曼（Barbara Coeyman）的传统女权主义教学法的四项原则用于妇女音乐研究和普通音乐课程（即，多样性，所有声音的机会，共同责任和行动取向）作为理论框架，本研究考察了以下三个组成部分：内容（课程和课程设计），上下文（性别和种族的结构影响）和教学法（课堂教学和学习成果）。通过访谈，观察和文档收集的三角测量确定的数据分析为音乐教育者如何在对所有学生都具有社会和文化包容性的音乐环境中进行设计和教学提供了建议。背景（性别和种族的结构影响）和教学法（课堂教学和学习成果）。通过访谈，观察和文件收集的三角测量确定的数据分析为音乐教育者如何在对所有学生都具有社会和文化包容性的音乐环境中进行设计和教学提供了建议。背景（性别和种族的结构影响）和教学法（课堂教学和学习成果）。通过访谈，观察和文档收集的三角测量确定的数据分析为音乐教育者如何在对所有学生都具有社会和文化包容性的音乐环境中进行设计和教学提供了建议。