A Posthuman Critique of the (De)Construction of Racial Identity in Western Classical Music Education

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The focus of my proposed PhD research is centred around the desire to generate new perspectives and formulate more response-able pedagogies (Haraway) for instrumental teaching that support the development of positive racial identity for western classical music teachers and students of African/Caribbean and mixed heritage. The research will contribute to an extensive examination of classical music education and pedagogy through multiple lenses, (including decolonial, indigenous and critical race theories), as they intersect with the core theme of racial identity development as it manifests among students/teachers of African/Caribbean and mixed heritage. The proposed research approach is situated within the posthuman/post-qualitative works of Karen Barad, Donna Haraway, Rosi Braidotti, and Elizabeth St Pierre, pedagogical explorations adopting this research approach by researchers including Annouchka Bayley, Pamela Burnard and Carolyn Cooke, and drawing on texts from the field of music education and race/decolonial studies. I draw on a critical paradigm encompassing poststructuralist deconstruction as a way to interrogate dominant ideologies, as well as the ontological centeredness of the 'human,' shifting towards relational ontology. The intended methods include instrumental lesson/workshop based co-research and semi-structured interviews/focus groups with students and classical music educators of African/Caribbean and mixed heritage.