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Abstract

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In contemporary society, students from ethnically diverse backgrounds are frequently confronted with racial barriers and disenfranchisement even in music education. To provide these students with the best environment for learning, researchers suggest that it is imperative that educators ensure an all-inclusive and impartial education system for these learners. Students of the African diaspora and students of color frequently experience societal injustices and harm in the U.S. education system, thereby resulting in discrepancies in academic accomplishments. This literature review critically evaluates the methods, approaches, and pedagogical practices of music educators and theorists, aiming to specify how teacher training programs can empower educators to design curricula that are all-encompassing and diverse. The review emphasizes the importance of asset-based pedagogies such as culturally responsive teaching, and Afrocentricity as core elements for creating effective and inclusive curricula. Blending these approaches could equip teacher educators, preservice teachers, and in-service teachers at large and in music specifically with the necessary tools to promote equity, social justice, and congruency in the classroom. By providing this type of preparation and support, music teacher educators could create ways forward towards a more equitable and just education system and society.

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