Divisive concepts laws and music education: PK-20 music educators’ perceptions and discourses

Abstract

Divisive Concepts Laws (DCL) are legislative acts and state and local policies that restrict teaching, learning, and professional development in PK– 20 education regarding race, gender, sexuality, and history. In November 2022, we surveyed NAfME members to ascertain the perceived impacts of DCL on music educators, music teacher educators, and music education. Respondents (N = 318) held mixed views. Many described restricted curriculum, self-censorship, inconsistent interpretations and implementation processes, fear about their own identities becoming an issue, and challenges with student relationships. In contrast, about half reported no impacts from DCL, for reasons including living in a place that does not have them, agreeing with the laws, or refusing to acquiesce to the laws. Respondents also demonstrated resistance to the survey and stances we coded as homophobic and/or transphobic. We focused our discussion of these findings on analyzing discourses evident in survey responses, which included use of euphemisms, anti-political rhetoric, de facto DCL, cognitive dissonance, and anti-queer discourses. DCL affect music students, educators and teacher educators across the United States, and they need better information, language, and strategies for managing DCL impacts.