Melanie's story

A narrative account of a transgender music educator's journey

Sarah J Bartolome*

*Corresponding author for this work

Research output: Contribution to journalReview article

5 Citations (Scopus)

Abstract

Te purpose of this narrative study was to examine the experiences of Melanie, a music educator who identifes as transgender (MtF), as she navigated her preservice teacher preparation and entered the feld. Ten 90-minute interviews were conducted over the course of 3 years spanning Melanie's senior year of college and the 2 years following her graduation. Additional feld texts included Melanie's personal blog, re?ective writings associated with music education courses, and observations of Melanie during practicum teaching, student teaching, and her frst year of fulltime teaching. A narrative account of Melanie's experiences is presented, detailing her youth and adolescence as Matthew, a teenager struggling with gender identity, her frst 3 years of college as she began transitioning to Melanie, her senior year of college negotiating her developing teacher and gender identities, and her eventual entry into the feld as Miss Stanford, a confdent young music educator. Melanie's story highlights the particular challenges facing transgender music educators and illuminates considerations for music educators at all levels endeavoring to cultivate safe learning environments for students of diverse gender identities.

Original languageEnglish (US)
Pages (from-to)25-47
Number of pages23
JournalBulletin of the Council for Research in Music Education
Issue number207-208
DOIs
StatePublished - Dec 1 2016

Fingerprint

music
educator
narrative
gender
Teaching
music lessons
teacher
weblog
adolescence
experience
learning environment
student
Journey
Music Educators
interview
Gender Identity

ASJC Scopus subject areas

  • Education
  • Music

Cite this

@article{53f62d6cced44f5fb30a593588b2a146,
title = "Melanie's story: A narrative account of a transgender music educator's journey",
abstract = "Te purpose of this narrative study was to examine the experiences of Melanie, a music educator who identifes as transgender (MtF), as she navigated her preservice teacher preparation and entered the feld. Ten 90-minute interviews were conducted over the course of 3 years spanning Melanie's senior year of college and the 2 years following her graduation. Additional feld texts included Melanie's personal blog, re?ective writings associated with music education courses, and observations of Melanie during practicum teaching, student teaching, and her frst year of fulltime teaching. A narrative account of Melanie's experiences is presented, detailing her youth and adolescence as Matthew, a teenager struggling with gender identity, her frst 3 years of college as she began transitioning to Melanie, her senior year of college negotiating her developing teacher and gender identities, and her eventual entry into the feld as Miss Stanford, a confdent young music educator. Melanie's story highlights the particular challenges facing transgender music educators and illuminates considerations for music educators at all levels endeavoring to cultivate safe learning environments for students of diverse gender identities.",
author = "Bartolome, {Sarah J}",
year = "2016",
month = "12",
day = "1",
doi = "10.5406/bulcouresmusedu.207-208.0025",
language = "English (US)",
pages = "25--47",
journal = "Bulletin of the Council for Research in Music Education",
issn = "0010-9894",
publisher = "University of Illinois at Urbana-Champaign",
number = "207-208",

}

Melanie's story : A narrative account of a transgender music educator's journey. / Bartolome, Sarah J.

In: Bulletin of the Council for Research in Music Education, No. 207-208, 01.12.2016, p. 25-47.

Research output: Contribution to journalReview article

TY - JOUR

T1 - Melanie's story

T2 - A narrative account of a transgender music educator's journey

AU - Bartolome, Sarah J

PY - 2016/12/1

Y1 - 2016/12/1

N2 - Te purpose of this narrative study was to examine the experiences of Melanie, a music educator who identifes as transgender (MtF), as she navigated her preservice teacher preparation and entered the feld. Ten 90-minute interviews were conducted over the course of 3 years spanning Melanie's senior year of college and the 2 years following her graduation. Additional feld texts included Melanie's personal blog, re?ective writings associated with music education courses, and observations of Melanie during practicum teaching, student teaching, and her frst year of fulltime teaching. A narrative account of Melanie's experiences is presented, detailing her youth and adolescence as Matthew, a teenager struggling with gender identity, her frst 3 years of college as she began transitioning to Melanie, her senior year of college negotiating her developing teacher and gender identities, and her eventual entry into the feld as Miss Stanford, a confdent young music educator. Melanie's story highlights the particular challenges facing transgender music educators and illuminates considerations for music educators at all levels endeavoring to cultivate safe learning environments for students of diverse gender identities.

AB - Te purpose of this narrative study was to examine the experiences of Melanie, a music educator who identifes as transgender (MtF), as she navigated her preservice teacher preparation and entered the feld. Ten 90-minute interviews were conducted over the course of 3 years spanning Melanie's senior year of college and the 2 years following her graduation. Additional feld texts included Melanie's personal blog, re?ective writings associated with music education courses, and observations of Melanie during practicum teaching, student teaching, and her frst year of fulltime teaching. A narrative account of Melanie's experiences is presented, detailing her youth and adolescence as Matthew, a teenager struggling with gender identity, her frst 3 years of college as she began transitioning to Melanie, her senior year of college negotiating her developing teacher and gender identities, and her eventual entry into the feld as Miss Stanford, a confdent young music educator. Melanie's story highlights the particular challenges facing transgender music educators and illuminates considerations for music educators at all levels endeavoring to cultivate safe learning environments for students of diverse gender identities.

UR - http://www.scopus.com/inward/record.url?scp=85017337255&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85017337255&partnerID=8YFLogxK

U2 - 10.5406/bulcouresmusedu.207-208.0025

DO - 10.5406/bulcouresmusedu.207-208.0025

M3 - Review article

SP - 25

EP - 47

JO - Bulletin of the Council for Research in Music Education

JF - Bulletin of the Council for Research in Music Education

SN - 0010-9894

IS - 207-208

ER -