ABSTRACT

The purpose of this research was to explore how five White preservice teachers described working with predominantly Black student populations in city school music classrooms. Participants with prior K-12 school music experience in primarily White public and private school settings were assigned to student teaching placements in a city school district in the United States. Using critical race theory as a framework, this study focused on three research questions: (1) How do participants’ life experiences influence the way they think about teaching racialised student populations? (2) How do participants’ student teaching experiences with racialized populations shape their views of music education? and (3) How do participants’ student teaching experiences influence their desire to teach in city schools? Findings suggest the participants had a limited understanding of White privilege and did not recognise racial inequalities in American public-school education. And while participants felt better prepared to teach in a city school classroom with a predominantly Black student population, none expressed a strong desire to work in these settings after completing their student teaching experience.

摘要

这项研究的目的是探讨在城市学校音乐教室中，有五名白人职前教师如何与主要黑人学生一起工作。曾在美国白人公立和私立学校就读过K-12学校音乐经验的参与者被分配到美国城市学区的学生教学位置。使用临界种族理论作为框架，本研究重点关注三个研究问题：（1）参与者的生活经历如何影响他们思考种族化学生群体的方式？（2）参加者在种族背景下的学生教学经历如何塑造他们对音乐教育的看法？（3）学员的学生教学经历如何影响他们在城市学校教学的愿望？调查结果表明，参与者对白人特权的了解有限，并且没有认识到美国公立学校教育中的种族不平等现象。尽管参与者感觉更好地准备在主要有黑人学生群体的城市学校教室里教书，但在完成学生的教学经验后，没有人表达了在这些环境中工作的强烈愿望。