Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Music

Supervisor

Wright, Ruth

Abstract

A common discourse surrounding music education is that it is inclusive and a “safe space” for 2SLGBTQIA+ students and people. However, as a queer person in music education, I felt that there was need for additional examination of the inclusion and exclusion of and “safe spaces” for 2SLGBTQIA+ people within music education, as 2SLGBTQIA+ inclusion, exclusion, and “safe spaces” are common discourses across contexts in music education. Thus, I undertook this research where I sought to explore the discourses, perceptions, and experiences of 2SLGBTQIA+ inclusion, exclusion, and “safe spaces” in music education. Using queer theory (de Lauretis, 1990) as the theoretical framework for my research, I conducted my research using a qualitative single case study methodology (Stake, 1995; Yin, 2014), influenced by queer methodology (Ghaziani & Brim, 2019; Brown & Nash, 2016).

The results of this study demonstrate the complexity of inclusion and exclusion of 2SLGBTQIA+ people in music education. The results also attest the need to move beyond the framework of “safe spaces” for 2SLGBTQIA+ people in music education to a more person-centred approach to inclusion.

Summary for Lay Audience

Are 2SLGBTQIA+ people included in music education? Are they excluded in music education? Is music education a “safe space” for 2SLGBTQIA+ people? Many music educators say that music education is inclusive and a “safe space” for 2SLGBTQIA+ students and people, but is that really the case? As a queer person in music education, I felt that I needed to examine how music education research writes about inclusion, exclusion, and “safe spaces” for 2SLGBTQIA+ people in music education. I also felt that it was important talk to 2SLGBTQIA+ music education academics to understand their experiences and perceptions of inclusion, exclusion, and “safe spaces.”

Therefore, I created this study to explore the discourses, perceptions, and experiences surrounding inclusion, exclusion, and “safe spaces” for 2SLGBTQIA+ people in music education. Using queer theory as the theoretical framework for my research, I conducted my research using a qualitative single case study methodology, influenced by queer methodology.

The results of this study demonstrate the complexity of inclusion and exclusion of 2SLGBTQIA+ people in music education. The results also demonstrate the need to move beyond the framework of “safe spaces” for 2SLGBTQIA+ people in music education to a more person-centred approach to inclusion.

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