Berklee's Fundamental Values: Respect

The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities through social justice praxis and the implications emphasise leading, teaching, and learning through creativity, justice, and inclusion.

Despite decades of discussion, debate, and incremental gains, acceptance of popular music education in collegiate institutions is still in its inception. Higher education (and indeed, education in general) in the United States is rife with pervasive inequality and injustice, excluding large numbers of potential students on the basis of race, class, income, and cultural orientation. If music education is to continue and thrive in the 21st century and beyond, widespread curricular changes are needed in preservice music teacher education to move toward a model that is inclusive, equitable, diverse, and culturally responsive. The purpose of this paper is to illuminate several music programs across the United States as samples of the numerous collegiate institutions wrestling with curricular change. Though differing in size, scope, and population, these programs have one thing in common: faculty with a desire to enact change. Through the examples illustrated here, it is our hope that others wishing to initiate change may have some possible paths from which to choose on their journey toward making music education more accessible for all. [ABSTRACT FROM AUTHOR]

Analyses of how staff and student voices are, or are not, respected in higher education typically unfold in separate conversations. In this discussion, I use narrative analysis of several sources—primary research data, informal participant feedback, and participants' published essays—to present a case study of how the co-creation of teaching and learning through one pedagogical partnership program brings the voices of staff and students into dialogue. The case study reveals how participating staff and students can develop voices that both speak respectfully and are self-respecting and that can, in turn, contribute to the development of more equitable classroom practices. I provide context for this case study by bringing together key points from literature on staff voice and on student voice, defining co-creation, describing the partnership program, and explaining my research method. The case study itself is constituted by the voices of staff and students who have participated in the partnership program. Drawing on staff words, I show how co-creation supports those staff members in developing voice through dialogue with a diversity of students voices; generating ways of discussing and addressing inequity; and constructing more equitable classroom approaches. Drawing on students' words, I show how co-creation supports those students in developing voice by positioning them as pedagogical partners to staff and inviting them into dialogue with their staff partners; affirming that they can carry those voices into courses in which they are enrolled; and emboldening them to participate in ongoing conversations about the experiences of underrepresented and underserved students. [ABSTRACT FROM AUTHOR]