Abstract
Employing a critical race theoretical framework, this chapter argues that classroom practices in US music education often relegate participants with non-Eurocentric musical experiences to periphractic space or the margins of school music. This chapter explores validating specific Western musical practices—still physical comportment in listening and performing music, the use of Western standard notation and musical constructs, and the limited use of aurality—as periphractic practices in music education. After exploring practices that often circumscribe students of color to periphractic space, I suggest possible ways music educators can interrupt the Eurocentric ensemble paradigm to recognize students’ own musical enculturation. I draw examples from a multiple case study of four elementary music teachers in Toronto committed to challenging dominant paradigms of music education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
