White, middle-class ideals in the UK music curriculum and how they affect non-White students
What is it about?
This research sought to understand the experiences of members of the Global Majority (preferred term to BAME) in the UK, with music education, which research has reported to be Eurocentric and "overwhelmingly White". The study participants were professional music performers and music teachers who grew up in the UK. Students currently engaged in secondary education also participated. Findings showed that Global Majority students and musicians experience multiple barriers to engagement and progression in music education and musical careers, many of which have an adverse psychological effect. For many this was only recognised later in life due to the subtle mechanisms of racial discrimination at work via music education.
Why is it important?
Until recently there has been a lack of research on the experiences of Black & Brown people both in music education and the music industry in the UK. Why a lack of engagement and progression exists and how historic and current music education structures may or may not be affecting the identities, education & career choices of Global Majority citizens in the UK has not been explored. Without this understanding, effective strategies to increase engagement and progression can not be implemented. Importantly, this research has revealed a concerning amount of psychological pressure on Global Majority students and musicians and 'invisible' racial discrimination that needs to be addressed in order to foster belonging and safety for Black British and Global Majority students. This research gives evidential support to those who wish to press the importance of addressing racial inequity in music education and industry. An anti-racist stance in music education is recommended.