Developing a Critical Consciousness for Diversity and Equity Among Preservice Music Teachers

Abstract

For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may enter the profession with adequate skills to teach music content and concepts, a majority of preservice music teachers are not equipped with the skills and teaching dispositions required to navigate the social and cultural facets they will encounter in their music classrooms. This narrative details a three-part diversity training series designed specifically to develop some degree of critical consciousness for diversity and equity among preservice music teachers.