Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators

Abstract

Critical pedagogy applies theoretical constructs from critical theory through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialog, and (c) action to overcome those systems. Music therapists primarily work with individuals who belong to communities that are historically oppressed or marginalized. However, scant research exists exploring the role of critical theory and critical pedagogy within music therapy curriculum. A need exists to identify how music therapy educators who align with critical pedagogy provide opportunities for their students to identify and name the impact systemic oppression has on those with whom we work; acknowledging our own lenses, biases, values, and lived experiences; and how they enact change. The purpose of this constructivist grounded theory study was to explore why music therapy educators who align with critical pedagogy in the United States believe critical pedagogy is important and how they apply it in their undergraduate curricula and classroom environment. Eight music therapy educators who incorporate critical pedagogy into their curriculum completed semi-structured interviews and spoke about their experiences. Data analysis resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy, and a model for critical music therapy curriculum. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.