Music education is a vibrant and essential aspect of our society, enriching students' lives and fostering creativity. However, amidst the melodies and harmonies lies a crucial conversation about equity, inclusion, and diversity. Are we doing enough as a profession to “right the ship,” so-to-speak, in ways that can have real impact on music teachers’ practice in the classroom? Terms such as “diversity”, “equity” and “inclusion” are represented in the literature and during faculty and staff meetings more than ever. Our professional development conferences are (rightfully so) highlighting this all-important goal in music education. The goal of equity. Yet, a common frustration among many music educators I speak with is a lack of clear guidance on how to realistically apply this knowledge into the music classroom and ensemble setting.
Yes, repertoire selection is crucial. But that is only a small piece of the puzzle. Many colleges and universities fall short on taking action to create meaningful change to curricular offerings that help instill a strong equity-mindset among music educators (this is why my school has a master's degree that is entirely devoted to this very goal!). The same is true for professional development offerings at music education conferences.
To be sure, “diversity”, “equity” and “inclusion” are not merely buzzwords but pillars that uphold the foundation of a truly transformative music education system. We must do more than talk about their importance, we must act. Purposefully and with intention. As a profession that is still very much teaching the same way we taught 50+ years ago (at least!), we have made some strides. But there is more to be done. So, what next?
In this post, I'll try to delve into the heart of this conversation, urging music educators to go beyond words and into action. It is meant to serve as a guidepost for those seeking to navigate the complexities of equity in music education. It is meant to help answer the question, “what do I do now”? I hope it provides some clear answers for music educators who are looking for the next practical step that can further the mission of equity in their own classrooms.
Defining Equity in Music Education
Equity in music education transcends beyond an academic endeavor; it becomes a conscious pedagogical choice. It requires continual progress, practice, and patience from educators. The pursuit of equity is not a destination, but a journey filled with learning and growth. From acknowledging diverse student needs to creating inclusive classroom environments, equity in music education demands thoughtful and intentional actions. At the risk of over-simplifying, equity simply asks us to question what each student needs for success both in and out of the classroom. Not only this, but it challenges us to then take on those needs and ensure that we are giving students exactly that. It takes into account the whole child, and acknowledges that in the music classroom, music, and all of those standards that we find ourselves beholden to, are likely not the most important thing—it's our students.
Shifting Mindsets Towards Equity
One of the key ideas that I strive to impart on teachers I work with (and my very own grad students) is the importance of shifting mindsets towards equity in the music classroom. Equity-centered teachers prioritize individual student needs (academic and social and emotional), create space for student voice, and honor student identity and culture. By centering teaching practices around these values, educators can foster a more inclusive and supportive learning environment. What does each student need in my class? What do they want to learn? How can I teach them in a way that centers their own experiences? Their own backgrounds? How can I invite them to be key stakeholders in their own education? What can I learn from my students?
Tools for Equity-Centered Teaching
The idea of becoming an equity-centered music educator can be very daunting. Indeed, as I continue my work with my own students as well as veteran music educators, equity can feel like an “all or nothing” game. The pressure to do everything, all the time, is simply too much. My approach to helping everyone that I work with is to center the notion of “progress over perfection”. Focus on one thing, practice it for months in the context of your own position, and then gradually add something else into the mix. I provide resources to them that help them stay organized (such as the one below where teachers get to pick which element of equitable teaching to focus their energy on for 3-5 months) as they strive to learn what each student needs and what steps they will take to meet those needs. I give them space. I give them time. I let them learn at their own pace. I ask lots of questions and then carefully listen to the answers, without agenda and without judgement. That’s what teachers really need. An opportunity not only to define equity but supports along the way to help them course correct, reflect, and take meaningful and realistic action during their day-to-day work with students—the moments were centering equity matter most.
