Abstract
This article explores the possibility that preservice teachers may encounter oppressive ideas during their education. I draw upon a teaching opportunity provoked by a guest speaker who utilized salvationist and deficit discourses when presenting to undergraduate music education students. Focusing on my pedagogical response to the situation which included careful consideration of salvationism, I employ autoethnography to reflect upon this experience through a theoretical framework of anti-colonialism and anti-racism. Data examined includes my teaching journal about the experience and students’ unmediated written responses to a writing prompt about the presentation completed in five minutes the following day. The discussion section explores possibilities for teacher candidates to engage Freirian critical pedagogy in their future classes. This article offers implications for explicitly teaching critical thinking in teacher education, and considering what it means to formulate and execute a pedagogical response based on both intense emotion and a theoretical orientation.
Recommended Citation
Hess, Juliet
(2019)
"Teaching Back:
Navigating Oppressive Encounters in Music Teacher Education,"
Visions of Research in Music Education: Vol. 34, Article 2.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol34/iss1/2