Abstract
In response to the inequities within music education, Critical Race Theory (CRT) offers an approach to analyzing how race and racism operate within music education and prompts educators to critically examine existing structures and practices. CRT is a comprehensive framework that offers fundamental insights, perspectives, methods, and pedagogical approaches. Its primary objective is to identify, analyze, and transform the structural and cultural factors that perpetuate the marginalization and subordination of People of Color. CRT’s origins can be traced back to the legal system, where it emerged as a means to challenge and dismantle the pervasive influence of race and racism in judicial rulings. By embracing the five tenants of the CRT framework (the permanence of racism, Whiteness, counter storytelling and majoritarian narratives, interest convergence, critique of liberalism, and intersectionality), CRT seeks to amplify their voices and ensure that their perspectives are not silenced.
Accessibility Requirements
1
Recommended Citation
Wilson, Preston Jr.
(2026)
"Disrupting the Silence: A Case for Critical Race Theory in Music Education,"
Visions of Research in Music Education: Vol. 49, Article 10.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol49/iss1/10