國立虎尾科技大學 |

Onstage, Offstage, and In-Between : = Negotiating Gay Identity and Teacher Identity in the Choral Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Onstage, Offstage, and In-Between :/
Reminder of title:	Negotiating Gay Identity and Teacher Identity in the Choral Classroom.
Author:	McBride, Nicholas Ryan.
Description:	1 online resource (260 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Subject:	Music education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369815115

Onstage, Offstage, and In-Between : = Negotiating Gay Identity and Teacher Identity in the Choral Classroom.
McBride, Nicholas Ryan.

Onstage, Offstage, and In-Between :Negotiating Gay Identity and Teacher Identity in the Choral Classroom. - 1 online resource (260 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Includes bibliographical references

Research in music education is beginning to explore the multiple ways in which LGBTQ educators negotiate personal and professional identity within public school music settings. In spite of general progress, many risk adverse and morally vigilant public school settings remain reluctant to embrace gay and gender nonconforming persons as productive members of their community. Often, school environments require gay teachers to remain closeted, to align their LGBTQ identities with discourses of good teaching. Choral music educators, whose ensembles require commensurate numbers of boys and girls, must recruit male singers into a discipline that is read as "feminized." Male choir teachers may be tempted to perform traditional notions of masculinity in order to preserve the accepted format for middle or high school choral programs. These conditions produce an especially difficult environment for gay male choral teachers to navigate. Using ethnographic observations and semistructured interviews within a narrative ethic, this study explores how four self-identified gay male choral directors contend with the prevailing conditions of public schooling. Findings suggest that choral music education served as a type of surrogate emotional identity in place of a music teacher's gay identity. Like their students, the gay male teachers needed open---not necessarily "safe"---spaces in which to discuss the intersections of their sexual and teacher identities. The study asserts that choral music education may play a critical role in reshaping perceptions of gayness, queerness, and otherness in school spaces, when (and if) permitted to "come out."

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369815115Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

Onstage, Offstage, and In-Between : = Negotiating Gay Identity and Teacher Identity in the Choral Classroom.
LDR:02886ntm a2200337K 4500 001 913513
005 20180618095051.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369815115
035 $a (MiAaPQ)AAI10285072
035 $a (MiAaPQ)tc.columbia:10689
035 $a AAI10285072
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a McBride, Nicholas Ryan. $3 1186390
245 1 0 $a Onstage, Offstage, and In-Between : $b Negotiating Gay Identity and Teacher Identity in the Choral Classroom.
264 0 $c 2017
300 $a 1 online resource (260 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Randall E. Allsup.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
504 $a Includes bibliographical references
520 $a Research in music education is beginning to explore the multiple ways in which LGBTQ educators negotiate personal and professional identity within public school music settings. In spite of general progress, many risk adverse and morally vigilant public school settings remain reluctant to embrace gay and gender nonconforming persons as productive members of their community. Often, school environments require gay teachers to remain closeted, to align their LGBTQ identities with discourses of good teaching. Choral music educators, whose ensembles require commensurate numbers of boys and girls, must recruit male singers into a discipline that is read as "feminized." Male choir teachers may be tempted to perform traditional notions of masculinity in order to preserve the accepted format for middle or high school choral programs. These conditions produce an especially difficult environment for gay male choral teachers to navigate. Using ethnographic observations and semistructured interviews within a narrative ethic, this study explores how four self-identified gay male choral directors contend with the prevailing conditions of public schooling. Findings suggest that choral music education served as a type of surrogate emotional identity in place of a music teacher's gay identity. Like their students, the gay male teachers needed open---not necessarily "safe"---spaces in which to discuss the intersections of their sexual and teacher identities. The study asserts that choral music education may play a critical role in reshaping perceptions of gayness, queerness, and otherness in school spaces, when (and if) permitted to "come out."
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 1179893
650 4 $a Gender studies. $3 1179195
650 4 $a LGBTQ studies. $3 1179297
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0733
690 $a 0492
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 1181778
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285072 $z click for full text (PQDT)