Abstract
The college admissions process (application, audition, acceptance) serves as a crucial mile-stone for many aspiring music educators. It also functions as a barrier to accessing the pro-fession for historically marginalized students. In this article, we employ anti-racism as a lens to critically examine the admissions process as it exists in many music education pro-grams. Incorporating this with Deleuze and Guattari’s (1987) theorization of the state and the war machine, we consider ways to disrupt the seemingly iron-clad system of music education collegiate admissions and advocate for changes that benefit marginalized students and the music education profession.
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