Abstract
This narrative inquiry aimed to re-story the experiences of Paulina, a blind music education major, as she navigated her degree program at a large university. While scholars have begun to document the experiences of students who are blind or visually impaired in both PK-12 settings and during student teaching, no known study has explored the experience of a blind preservice student during their music education coursework. Utilizing critical disability studies as a lens, this narrative inquiry utilized the three commonplaces of temporality, sociality, and place to highlight Paulina’s experience. Data included interviews, memos from all three researchers, emails and texts, conversations at a research conference, and informal conversations. Paulina’s story centered around three themes: sight is mandatory here; the hope, promise, and failure of support; and the emotional toll and physical consequences. Implications from this study may inform preservice preparation programs as well as offer insights regarding combating ableism in any musical space.
Recommended Citation
Knapp, Erika J.; LoBiondo, Julianna; and Diaz, Paulina
(2024)
"“I Have to Convince People I Am Worth Accommodating”: A Narrative Inquiry of A Blind Student in Undergraduate Music Education,"
Visions of Research in Music Education: Vol. 46, Article 6.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol46/iss1/6