Despite being the fastest growing population in the United States and a part of many music education programs, Asian and Asian American (AAM) music teachers’ voices often are unheard in music education discourses. The purpose of this study was to begin bringing visibility to the experiences of AAM music educators. The research questions explored in this article are: How do AAM music teachers describe their experience in relationship to their racial identities? and How might AAM educators’ experience be similar or differ in relation to immigrant generational statuses and transnational contexts? We utilized Asian critical race theory as a framework to examine the experiences of 10 AAM music educators. Although collective themes emerged around patterns of racialization, each participant had unique experiences shaped by transnational contexts and immigrant generation. We hope that these data become part of a more robust discourse around AAM experiences in music learning and teaching.

中文翻译：

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音乐反故事：亚裔/亚裔美国音乐教师的种族化经历


尽管亚裔和亚裔美国人 （AAM） 是美国增长最快的人口，并且是许多音乐教育计划的一部分，但亚裔和亚裔美国人 （AAM） 音乐教师的声音在音乐教育话语中往往被忽视。这项研究的目的是开始提高 AAM 音乐教育工作者的经历的知名度。本文探讨的研究问题是：AAM 音乐教师如何描述他们的经历与其种族身份的关系？以及 AAM 教育工作者的经历在移民代际身份和跨国背景方面的相似或不同之处如何？我们利用亚裔批判性种族理论作为框架来研究 10 位 AAM 音乐教育工作者的经历。尽管集体主题围绕种族化模式出现，但每个参与者都有受跨国背景和移民一代影响的独特经历。我们希望这些数据成为围绕音乐学习和教学中 AAM 体验的更有力讨论的一部分。