TY - JOUR
T1 - Melanie's story
T2 - A narrative account of a transgender music educator's journey
AU - Bartolome, Sarah J.
N1 - Publisher Copyright:
© 2017 Board of Trustees University of Illinois.
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.
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U2 - 10.5406/bulcouresmusedu.207-208.0025
DO - 10.5406/bulcouresmusedu.207-208.0025
M3 - Review article
AN - SCOPUS:85017337255
SN - 0010-9894
SP - 25
EP - 47
JO - Bulletin of the Council for Research in Music Education
JF - Bulletin of the Council for Research in Music Education
IS - 207-208
ER -