A work in progress (updated 28 July 2021)
GUIDANCE FROM THE RESEARCH AND PROFESSIONAL LITERATURE
I. LGBTQ Issues in Music Education
GUIDANCE FROM THE RESEARCH AND PROFESSIONAL LITERATURE
I. LGBTQ Issues in Music Education
- Allsup, R. E. (2016). Fractured (fairy) tales: In search of transformational spaces in music education. Bulletin of the Council for Research in Music Education, (207-208), 49-61.
- Bergonzi, L. (2009). Sexual orientation and music education: Continuing a tradition. Music Educators Journal, 96(2), 21–25. https://doi.org/10.1177/0027432109350929
- Bergonzi, L. (2015). Gender and sexual diversity challenges (for socially just) music education. In C. Benedict, P. Schmidt, G. Spruce, & P. Woodford (Eds.), The Oxford Handbook of Social Justice in Music Education (pp. 221–237). New York, NY: Oxford University Press.
- Bergonzi, L., Carter, B. L., & Garrett, M. L. (2016). Establishing identity, finding community, and embracing fluidity. Bulletin of the Council for Research in Music Education, 207–208, 9–23.
- Carter, B. A. (2013). “Nothing better or worse than being Black, gay, and in the band” A qualitative examination of gay undergraduates participating in historically Black college or university marching bands. Journal of Research in Music Education, 61(1), 26-43.
- DeNardo, G. F., Legutki, A. R., Abramo, J., Cavicchia, J., Duling, E., Fitzpatrick, K. R., Hansen, E., Furman, L. J., Garrett, M. L., Haywood, J., Natale-Abramo, M., Nichols, J., Pergolesi, J., Spano, F. P., Sweet, B., Paparo, S. A., Talbot, B. C., Millman, M. B., Taylor, D. M., & Younker, B. A. (2011). Establishing Identity: LGBT studies & music education – select conference proceedings. Bulletin of the Council for Research in Music Education, 188, 9–64.
- Garrett, M. L. (2012). The LGBTQ Component of 21st-Century Music Teacher Training Strategies for Inclusion From the Research Literature. Update: Applications of Research in Music Education, 31(1), 55–62. https://doi.org/10.1177/8755123312458294
- Garrett, M. L., & Spano, F. P. (2017). An examination of LGBTQ-inclusive strategies used by practicing music educators. Research Studies in Music Education, 39(1), 39–56. https://doi.org/10.1177/1321103X17700702
- Goodrich, A. (2020). Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students. International Journal of Music Education, 38(4), 582-592.
- Haywood, J. (2011). LGBT self-identity and implications in the emerging music education dialogue. Bulletin of the Council for Research in Music Education, 188, 33-38.
- Hess, J. (2016). “How does that apply to me?” The gross injustice of having to translate. Bulletin of the Council for Research in Music Education, (207-208), 81-100.
- Palkki, J., & Caldwell, P. (2018). “We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs. Research Studies in Music Education, 40(1), 28–49. https://doi.org/10.1177/1321103X17734973
- Palkki, J., & Sauerland, W. (2019). Considering gender complexity in music teacher education. Journal of Music Teacher Education, 28(3), 72-84.
- Roseth, N. E. (2019). Features of university environments that support well-being as perceived by lesbian, gay, bisexual, and questioning undergraduate music and art students. Journal of Research in Music Education, 67(2), 171-192.
- Southerland, W. (2018). The rainbow connection: How music classrooms create safe spaces for sexual-minority young people. Music Educators Journal, 104(3), 40–45.
- Talbot, B., & Millman, M. (2011). Discourses surrounding marginalized groups, LGBTQ issues, and music learning and teaching practices in season 1 of Glee. Bulletin of the Council for Research in Music Education. http://bcrme.press.illinois.edu/proceedings/Establishing_Identity/14_Talbot_Millman.pdf
- Taylor, D. (2017). Zeke’s Story: Intersections of Faith, Vocation, and LGBTQ Identity in the South. In Marginalized voices in music education (pp. 153-175). Routledge.
- Taylor, D. (2018). Research-to-resource: Dignity for all: LGBTQ students and empathic teaching. Update: Applications of Research in Music Education, 36(3), 55–58. https://doi.org/10.1177/8755123318761914
- Koza, J. E. (1993). Big boys don’t cry (or sing): Gender, misogyny, and homophobia in college choral methods texts. The Quarterly Journal of Music Teaching and Learning, 4–5(4–1), 48–64.
- Koza, J. E. (1993b). The “missing males” and other gender issues in music education: Evidence from the “Music Supervisors’ Journal,” 1914-1924. Journal of Research in Music Education, 41(3), 212–232. https://doi.org/10.2307/3345326
- McBride, N. R. (2016). Singing, sissies, and sexual identity: How LGBTQ choral directors negotiate gender discourse. Music Educators Journal, 102(4), 36–40. https://doi.org/10.1177/0027432116644653
- McBride, N. R., & Palkki, J. (2020). Big boys don’t cry (or sing) … still?: A modern exploration of gender, misogyny, and homophobia in college choral methods texts. Music Education Research, 22(4), 408–420. https://doi.org/10.1080/14613808.2020.1784862
- Palkki, J. (2015). Gender Trouble: Males, adolescents, and masculinity in the choral context. Choral Journal, 56(4), 24–35.
- No known studies/articles.
- Abramo, J. M. (2011). Queering informal pedagogy: Sexuality and popular music in school. Music Education Research, 13(4), 465-477.
- Gould, E. (2009). Dis-orientations of desire: Music education queer. In Music education for changing times (pp. 59-71). Springer, Dordrecht.
- Gould, E. (2012). Homosexual subject (ivitie) s in music (education): Deconstructions of the disappeared. Philosophy of Music Education Review, 20(1), 45-62.
- Gould, E. (2013). Companion-able species: A queer pedagogy for music education. Bulletin of the Council for Research in Music Education, (197), 63-75.
- Gould, E. (2016). Ecstatic abundance: Queer temporalities in LGBTQ studies and music education. Bulletin of the Council for Research in Music Education, (207-208), 123-138.
Gould, E. (2021). Where Does Diversity Go Straight? Biopolitics, Queer of Color Critique, and Music Education. The Politics of Diversity in Music Education, 151-162. - Schaller, J. G. (2020). A home on the floor: The musical expression of a DJ in a queer place. Journal of Popular Music Education, 4(3), 329-347.
- Minette, S. (2018). “Do I really want to do this now?” Negotiations of sexual identity and professional identity: An intergenerational collaboration with six gay and lesbian K-12 music educators. PhD dissertation. Arizona State University, Tempe, AZ.
- McBride, N. R. (2016). Critical moments: Gay male choral directors and the taking up of gender discourse. Bulletin of the Council for Research in Music Education, 207-208, 63–79. https://doi.org/10.5406/bulcouresmusedu.207-208.0063
- Palkki, J. (2015). “Negotiating the closet door”: The lived experiences of two gay music teachers. Visions of Research in Music Education, 26. http://www-usr.rider.edu/~vrme/v26n1/visions/Palkki_Negotiating_Closet_Door.pdf
- Paparo, S., & Sweet, B. (2014). Negotiating sexual identity: Experiences of two gay and lesbian preservice music teachers. Bulletin of the Council for Research in Music Education, (199), 19-37.
- Taylor, D. M. (2011). Identity negotiation: An intergenerational examination of lesbian and gay band directors. Research & Issues in Music Education, 9(1), 1–14.
- Taylor, D. M. (2018). LGBTQ music educators: External mentoring between student teachers and in-service teachers. Bulletin of the Council for Research in Music Education, 216, 65–86.
- Taylor, D. M., Talbot, B. C., Holmes, E. J., & Petrie, T. (2020). Experiences of LGBTQ+ students in music education programs across Texas. Journal of Music Teacher Education, 1057083720935610. https://doi.org/10.1177/1057083720935610
- Thomas-Durrell, L. (2020). Being your ‘true self’: the experiences of two gay music educators who teach in the Bible Belt. Music Education Research, 22(1), 29-41.
- Bartolome, S. J. (2016). Melanie’s story: A narrative account of a transgender music educator’s journey. Bulletin of the Council for Research in Music Education, 207–208, 25–47. https://doi.org/10.5406/bulcouresmusedu.207-208.0025
Bartolome, S. J., & Stanford, M. E. (2017). “Can’t I Sing with the Girls?”: A transgender music educator’s journey. In B. C. Talbot (Ed.), Marginalized Voices in Music Education (pp. 128–150). Routledge. - Garrett, M. L., & Palkki, J. (2021). Honoring trans and gender-expansive students in music education. Oxford University Press.
- Kruse, A. J. (2016). “Therapy was writing rhymes”: Hip-hop as resilient space for a queer rapper of color. Bulletin of the Council for Research in Music Education, (207-208), 101-122.
- Nichols, J. (2013). Rie’s story, Ryan’s journey: Music in the life of a transgender student. Journal of Research in Music Education, 61(3), 262-279.
- Silveira, J. M., & Goff, S. C. (2016). Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices. Journal of Research in Music Education, 64(2), 138–158. https://doi.org/10.1177/0022429416647048
- Silveira, J. M. (2019). Perspectives of a transgender music education student. Journal of Research in Music Education, 66(4), 428–448.
- Taylor, D. (2014). Learning to sing again: A gay widower’s journey. Bulletin of the Council for Research in Music Education, 199, 69–86.