Disabled and Racialized Musicians: Experiences and Epistemologies

Adam Bell, Jason Dasent, Gift Tshuma
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引用次数: 0

Abstract

Drawing on DisCrit—disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry’s (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. To address this issue, we adhere to the fourth tenet of DisCrit by centering the perspectives of disabled and racialized people, presenting the experiences of Jason and Gift with music teaching and learning in the form of conversational interviews.
残疾与种族化音乐家:经验与认识论
利用残疾研究和批判种族理论(Annamma, Ferri, and Connor 2013)以及Beaudry(2020)的残疾描述框架,我们(作者)研究了Jason和Gift作为残疾和种族化音乐家的生活经历。为了呼应DisCrit的格言,即残疾主义和种族主义是交织在一起的,我们断言,就像一般的残疾研究一样,音乐教育中的残疾研究的特点是没有明显的白人化(Bell 2006,2011)。因此,音乐教育中的残疾研究存在着对残疾人和种族化人群认识论的严重缺失。为了解决这个问题,我们坚持DisCrit的第四个原则,以残疾人和种族化人群的视角为中心,以对话访谈的形式呈现Jason和Gift在音乐教学中的经历。
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28 weeks
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