Valuing Racialized Student Voices: Transforming Learning Through Peer Mentoring

Andrew Goodrich
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引用次数: 0

Abstract

Although the practice of peer mentoring has had a place in education for many years, it has not routinely served as a platform for racialized students to use their voice in constructing their classroom learning. The history of music programs in the United States, with their dependence on Eurocentric music and disregard for the music of racialized persons, is a reminder that through the years, and continuing today, many programs only pay attention to some of the voices in the classroom. In this article, I investigate the promise that peer mentoring holds in equalizing the conversation. Although researchers have found many benefits in peer mentoring for racialized students and their teachers, their findings are contradictory and create paradoxes. These anomalies involve power structures in the classroom, othering of students, reproductive vs. transformational learning, and the potential for peer mentoring to reaffirm whiteness in school music programs. Drawing upon feminist pedagogy, with its collaborative construct of knowledge, inclusive sharing of experiences, and empowerment of all voices, I explore and critique how music teachers can use peer mentoring to create brave spaces for learning where racialized students share their knowledge and experiences while learning.
重视种族化学生的声音:通过同侪辅导改变学习
尽管同侪辅导的实践在教育中占有一席之地已经很多年了,但它并没有常规地作为一个平台,让种族化的学生在构建课堂学习时发出自己的声音。美国音乐节目的历史依赖于以欧洲为中心的音乐,无视种族化人士的音乐,这提醒我们,多年来,直到今天,许多节目只关注课堂上的一些声音。在这篇文章中,我调查了同伴指导在平衡对话方面的承诺。尽管研究人员发现同侪辅导对种族化的学生和他们的老师有很多好处,但他们的发现是相互矛盾的,并产生了悖论。这些异常现象包括课堂上的权力结构、学生的其他方面、再生性学习与转型性学习,以及在学校音乐课程中重新确认白人的同伴指导的潜力。借鉴女权主义教学法及其知识的协作构建、经验的包容性分享和所有声音的授权,我探索和批评音乐教师如何利用同伴指导创造勇敢的学习空间,让种族化的学生在学习时分享他们的知识和经验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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8
审稿时长
28 weeks
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