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page 13- "questioning one's value and sense of belong in the profession, and grappling with the probability of 'selling out'-- trading one's experiential truth in exchange for social and professional acceptance." Institutionalized Whiteness (as the author describes above) affects everyone negatively (racism is about society, and truly has a negative impact on everyone)-- this is a point that REI (Racial Equity Institute) often makes.

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It occurs when people make assumptions about conventions of appearance, language, repertoire, notation, ways of learning, ways of transmission, and ways of performing. Cultural bias permeates every sector of the field of music education, ....(p. 4).

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Bradley asserts that while multiculturalism is often modeled as a gesture of inclusion of music outside the western canon, paradoxically this action also places race and racism into a generic box of otherness which lessens meanings and distinctions unique to marginalized populations (p. 15)

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...illustrating how specific structures and social actors in our profession perpetuate and legitimize an oppressive social order."

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...illustrating how specific structures and social actors in our profession perpetuate and legitimize an oppressive social order."

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My professors' rationale included that I would be perceived as "the one who only talks about race," that I would ruin my chances of finding employment in higher education, and that I would my doctoral experience difficult because no one talks about these things, especially focusing them into a dissertation (p. 19)

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while muti-culturalism is often modeled as a gesture of inclusion of music outside the western canon, paradoxically this action also places race and racism into a generic box of otherness which lessens meanings and distinctions unique to marginalized populations

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The arts and the field of music education are trying to play catch-up, and we are looking for a band-aid to the problem—blaming the causes of inequity on lack of resources, lack of skill development, lack of parental support, and/or advocacy. Advocacy for our field would not be necessary if the broader population felt the work we did as music teachers represented and reflected their identities and daily lives. (p. 5-6).

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"religious dogma used to mask the implication of colonialism"  just the idea of the vast ways religion is used to justify things that seem so wrong

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"religious dogma used to mask the implication of colonialism"  just the idea of the vast ways religion is used to justify things that seem so wrong

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I hate that she was told not to research something by a white male (probably)

I love the storytelling idea. I think it really becomes more empathetic

Just the fact that more money was given to students who were white as recently as the 70's than students of color in public schools should help us understand how student of color might be lower in skills

I didn't realize historically black schools weren't as entrenched in european music and reading skills

I've never heard the words race talk and find that interesting.

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I'm not sure who this is-- will look up.

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pg 15- "a majority of the curricula is saturated by a Western musical canon." Yes-- this is incredibly frustrating, because it takes money to access non-Western music, and not all programs have the budgets.

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pg 15- "a majority of the curricula is saturated by a Western musical canon." Yes-- this is incredibly frustrating, because it takes money to access non-Western music, and not all programs have the budgets.

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not a quote - but I wasn't expecting the first item to be on representation in teachers - I've been thinking about this since reading - it makes sense to start at this point at the beginning of music education - and we may have a music position opening in the next year or so - I'm wondering how to think about hiring with diversity and inclusion in mind

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Why does my own profession wish to silence me? Are these opposing voices acts of terror to discourage minority voices from contributing authentic pieces that would threaten a narrative dominated by White voices? (p. 24-25).

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"Until the story of the hunt is told by the lion, the tale of the hunt will always glorify the hunter"

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"Until the story of the hunt is told by the lion, the tale of the hunt will always glorify the hunter"

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Lots of multiculturalism conversations that I appreciate-- especially being heavily involved with ACDA DEI work (state level and DIC).

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racism vs multiculturalism and social justice. 

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racism vs multiculturalism and social justice. 

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Obstacles include our struggle to confront colonialism, institutionalized Whiteness,  . . . tendency to sideline issues of racism w/in pluralistic platforms such as multiculturalism and social justice.

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"...subscriptions to colorblindness, as the new racial ideology, reinforces White privilege."

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"...subscriptions to colorblindness, as the new racial ideology, reinforces White privilege."

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"The power in storytelling lies in its ability to destroy mindset."

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Her discussion of conversations with friends and professors... not "wanting to be perceived as the only who talks about race." (top of pg 19). This is a very "old school" approach in academia, but one that is very real-- because talking about race upsets the donor base.

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They could be unapologetically honest and bold because speaking race as a White person has far fewer consequences. (p. 23).

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pg 19- "institutionalized Whiteness can leave one feeling quite powerless." Yes, because ultimately, this is all about who brokers the power and holds onto it.

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"I think those theories got in the way of what I really wanted to say." This is an issue.

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I mean, I knew what to say, but I didn’t want to appear as if “I’m going off” on the profession or that I was the angry Black woman. But, I was! I was angry, Black, and a woman,... (p. 21-22)

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not a quote - but I wasn't expecting the first item to be on representation in teachers - I've been thinking about this since reading - it makes sense to start at this point at the beginning of music education - and we may have a music position opening in the next year or so - I'm wondering how to think about hiring with diversity and inclusion in mind

# data[].attributes.body
not a quote - but I wasn't expecting the first item to be on representation in teachers - I've been thinking about this since reading - it makes sense to start at this point at the beginning of music education - and we may have a music position opening in the next year or so - I'm wondering how to think about hiring with diversity and inclusion in mind