Hidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-03-08 DOI:10.1177/02557614241237235

Grace Thompson, Leon de Bruin, Monica Subiantoro, Anthea Skinner

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Abstract

Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experiential and situated reflections of 18 music students with disability. Based on our reflexive thematic analysis, we propose that issues related to equity and inclusion for music students in higher education are multi-faceted and interrelated. By foregrounding the participants’ voice, the qualitative themes suggest that enhancements related to disclosure processes, quality of communication and reliability of resources, would fortify equity and inclusion. The findings span the need for reforms at the institutional level, as well as specific professional development for educators and awareness raising amongst the student cohort. Informed by the participants’ lived experience, the findings call for music educators, professional staff and institutional leaders to effectively apply features of inclusive, caring, professional practices so that music students with disability can thrive in higher education.

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音乐学院中隐藏的多样性：对高等音乐院校残疾学生经历的定性调查

攻读高等教育音乐学位的学生代表着丰富的经历、文化和需求。然而，与高等教育中残疾音乐学生相关的公平和包容问题往往以通用的方式解决，而没有咨询或考虑他们的独特需求。由于研究成果有限，这项在澳大利亚音乐学院开展的定性研究分析了 18 名残疾音乐学生的经历和情景反思。基于我们的反思性主题分析，我们提出，与高等教育中音乐学生的平等和包容相关的问题是多方面的，相互关联的。通过强调参与者的声音，定性主题表明，与信息披露程序、沟通质量和资源可靠性相关的改进措施将加强公平性和全纳性。研究结果表明，有必要在机构层面进行改革，为教育工作者提供具体的专业发展机会，并提高学生群体的认识。根据参与者的亲身经历，研究结果呼吁音乐教育工作者、专业人员和院校领导有效运用包容性、关爱和专业实践的特点，使残疾音乐学生能够在高等教育中茁壮成长。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.