Who Is Being Silenced?: Sociocultural and Privilege Dynamics Within Music Therapy Education.
This phenomenological study brought a critical lens to the views and contexts of seven music therapists. Semi-structured interviews examined participants' experiences of the sociocultural and privilege dynamics within music therapy education. Purposive sampling allowed the researcher to center the p...
| Publicado en: | Music Therapy Perspectives Vol. 40; no. 2; pp. 164 - 174 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Oxford University Press / USA
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161061253&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161061253 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07346875 GTU jtl: Music Therapy Perspectives issn: 07346875 maglogo: N pubinfo: dt: 2022 vid: 40 iid: 2 pid: 622 pub: Oxford University Press / USA artinfo: ui: 161061253 161061253 161061253 10.1093/mtp/miac023 161061253 ppf: 164 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Who Is Being Silenced?: Sociocultural and Privilege Dynamics Within Music Therapy Education. aug: au: Gombert, Debra Jelinek affil: Eastern Michigan University , Ypsilanti, MI , USA sug: subj: Social Factors Culture Music Therapy Education Music Therapists Psychosocial Factors Attitude of Health Personnel Human Purposive Sample Thematic Analysis Minority Groups Psychosocial Factors Social Inclusion Cultural Diversity Phenomenological Research Semi-Structured Interview ab: This phenomenological study brought a critical lens to the views and contexts of seven music therapists. Semi-structured interviews examined participants' experiences of the sociocultural and privilege dynamics within music therapy education. Purposive sampling allowed the researcher to center the perspectives of participants who collectively described themselves with intersections of the following identities: black, white, Latinx, Chinese, South East Asian, male, female, non-binary, disabled, non-disabled, straight, pansexual, and one self-identified dyke. An iterative inductive analysis revealed several emergent themes related to inequity and the decentering of minoritized voices within music therapy: the theme A Very White Lens focused on a Eurocentric approach in education and practice that, by failing to acknowledge and center a variety of perspectives, reduces equitable access to both students and clients; Silenced Experiences of Minoritized Voices included participant experiences of anti-Blackness, white privilege, and white fragility within music therapy; When Does Culture Matter? captured responses to and the dangers of an approach that ignores cultural differences; and How We Talk About Culture included concerns and suggestions about the structure of the discourse around cultural intersections, privilege, and race in music therapy education and practice. These findings bring to light some of the structures of power and privilege at the core of music therapists' education and training. Themes highlighted in this paper center the experiences of individuals who belong to minoritized populations and in so doing, emphasize the need to listen to a greater diversity of voices in the conversation about equity and inclusion in music therapy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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