The impact of dysconscious racism and ethical caring on choral repertoire

ABSTRACT

The purpose of this phenomenological study was to investigate choral directors’ experiences as they navigate Whiteness through their own personal philosophies and practices related to repertoire selection and how those lived experiences may or may not impact their students. Twelve practicing choral directors from middle school through university settings were interviewed. Three important themes arose during analysis including the presence of dysconscious racism with episodes of white fragility, the presence and absence of ethical caring, and the development of a critical consciousness along a spectrum based on experiences. Implications for music educators are offered.

KEYWORDS:

• Repertoire selection
• racism
• caring
• choral conducting
• music education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Funding details

There was no funding provided for this research.

Notes

1 The title of the song is not included in order to help maintain the anonymity of the participants.

Additional information

Notes on contributors

Karen Howard

Karen Howard is Associate Professor of Music at the University of St. Thomas. She teaches courses in choral and general music education, matters of diversity and research practices. Her books include World Music Pedagogy: Secondary School Innovations (Routledge), First Steps in Global Music (GIA), Dance Like a Butterfly: Songs of Senegal, Liberia, Nigeria, and Ghana (Ghana), and Harambee! Songs and Games from Tanzania. Karen is the editor of the series World Music Initiative. Her research has been published in the Journal of Research in Music Education, The International Journal of Research in Choral Singing, and publications through Oxford Music Press and Bloomsbury.