理解一个看不见的少数群体:音乐教育中LGBTQ+人群的文献综述

Brian J. Panetta
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引用次数: 3

摘要

音乐教育中的包容性和多样性话题引起了人们对不同少数群体如何体验音乐教育的关注。与大多数性别和种族问题不同,女同性恋、男同性恋、双性恋、跨性别、酷儿和其他性和/或性别少数群体(LGBTQ+)的学生和教师并不总是像其他少数群体那样明显,因此很容易被忽视。在这篇文献综述中,我研究了专门针对LGBTQ+社区的研究,他们代表了音乐教室中一个无形的少数群体,目的是提高人们对LGBTQ+音乐教师和学生面临的独特障碍的认识,以便让音乐教育者参与的进一步讨论可能会有更强大的知识基础。研究结果表明,许多LGBTQ+音乐教育者很难完全接受他们的身份,往往不得不在专业和个人个性之间进行谈判,以摆脱恐惧或不确定性。虽然音乐教室通常被认为是LGBTQ+学生的安全空间,但音乐课程应该更具包容性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding an Invisible Minority: A Literature Review of LGBTQ+ Persons in Music Education
The topics of inclusivity and diversity in music education have drawn increased attention to how different minority groups experience music education. Unlike concerns surrounding most gender and race issues, lesbian, gay, bisexual, trans, queer, and other sexual and/or gender minority (LGBTQ+) students and teachers are not always as visibly identifiable as other minority groups and therefore can easily be overlooked. In this literature review, I examine research specific to the LGBTQ+ community, representing an invisible minority group in music classrooms with the aim to raise awareness of the unique obstacles that LGBTQ+ music teachers and students face, so that further discussions engaging music educators might have a stronger knowledge base. Findings suggests that many LGBTQ+ music educators struggle to fully embrace their identity, often having to negotiate professional and personal personalities out of fear or uncertainty. Although music classrooms are often considered safe spaces for LGBTQ+ students, the music curriculum should be more inclusive.
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