Sharing and Distributing Power in the Choral Classroom: A Reflective Intrinsic Case Study.

Sharing and Distributing Power in the Choral Classroom: A Reflective Intrinsic Case Study.

This study examined the pedagogical perspectives of three experienced choral music educators concerning their approaches in addressing power dynamics within their own music classrooms. Each teacher’s strong pedagogical perspective and graduate educational backgrounds concerning power dynamics informed their practices and allowed insight into the presence of any harmony or dissonance between their philosophical ideals and real-life educational practices. Inclusion of a brief history of the choral music education, and similar empirical studies provide context for the theoretical framework outlined through Critical Pedagogy, Culturally Responsive / Relevant Pedagogy, and Feminist Pedagogy. The data sources included relevant literature, interviews, and written reflections from each participant. This study found shared themes between the participants’ philosophical and educational goals, seven subthemes of working style to address power, and limitations in addressing power within the classroom. The discussion included connection to Culturally Responsive Pedagogy (Ladson-Billings, 1995) as well as implications for future researchers.

Boone, Sarah C.

Westminster Choir College of Rider University Music Education Department

Cape, Janet

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English

Thesis