Fitting in and sticking out: An exploratory study of the Whiteness of the school music curriculum and its effects on Global Majority musicians

Abstract

This exploratory study followed the journeys of eleven Global Majority teachers and musicians from their early experiences within the UK music education system up to their present professional careers in music. Focus groups with ten students presently engaged in music education offered a current perspective and comparison with adults’ experiences, allowing for reflection on possible trajectories. The research question asked whether a predominantly White, middle-class music curriculum has an effect on the musical behaviours and identity of members of the Global Majority in the United Kingdom. Findings showed that musicians and music teachers had experienced considerable barriers in music education and musical careers, which had an adverse psychological effect, typically recognized later in life.