Harmonizing identities
Bridging music and pedagogy in staff-student partnerships
DOI:
https://doi.org/10.15173/ijsap.v9i1.5989Keywords:
Staff-Student Partnership, Identity, pedagogy, Engagement, voice and agencyAbstract
This reflective essay examines how my intersecting identities as an educator and musician shape my approach to teaching and staff-student partnerships. Inspired by Cook-Sather's (2015) concept of identity, I explore how navigating multiple cultural identities, educational systems, and musical traditions has profoundly influenced my teaching philosophy. My classical music training, rooted in an authoritarian approach, contrasts with my Western educational journey, which encouraged independence. These distinct experiences have cultivated an appreciation for diverse pedagogical styles, each uniquely suited to their cultural contexts. My musical training also enhances my sensitivity to the emotional and expressive dimensions essential in building equitable partnerships. This essay reflects on how my cultural lens, shaped by my musical background, informs my understanding of partnership values and how students interpret these values based on their lived experiences. This reflection highlights how my dual identity enables me to foster inclusive, dynamic spaces that embrace diverse perspectives within education.
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