Abstract
Abstract The purpose of this qualitative multiple case study is to uncover various discourses that constituted the identity construction of three instrumental music teachers. I apply a poststructural theoretical framework--particularly the ideas of discourse, discursive field, and performativity--and narrative analysis to uncover a variety of discourses that shape music teacher identity. The data I collected includes interviews, journal entries, and observations of three band teachers over the course of one school year. I employ narrative analysis to analyze data and to uncover how the participants constructed their music teacher identities in the practice of teaching. I identified four themes related to the construction of their music teacher identities: (a) pedagogical discourses that conflict, (b) subordination of music as a discipline, (c) negotiation of class and race, and (d) performativity of sexuality. The findings suggest that these discourses constitute the performativity of instrumental music teacher identity and have implications for music teacher education and music teacher identity research.
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