Exploring Queer Theories as a Framework for Anti-Oppressive Music Therapy Practice with Neurodivergent Children and Youth

Abstract

Abstract Queer theories, in particular neuroqueer theory, challenge normative and exclusionary approaches and perspectives. This chapter considers how queer theories both interrogate and contribute to music therapy as an anti-oppressive practice in the context of neurodivergent children and youth. It explores multiple perspectives and concepts within queer theories and their affordances for thinking around music therapy theory and practice. These concepts are reflected in our own music therapy practices with neurodivergent children and youth. The implications of these connections are discussed and considered for the development of queer theory-informed anti-oppressive practice. We argue that queer theories challenge music therapists to constantly re-examine assumptions and preconceived notions and to embrace anti-oppressive music therapy as a constantly evolving practice of collaborative learning from and with music therapy participants. Queer theories offer a frame for anti-oppressive music therapy that speaks to the importance of fostering resistance and challenging power and the need and potential for the development of practice and theory.