Emily Good-Perkins

Emily Good-Perkins

Emilygoodperkins.com

BIO

Emily was recently awarded the Outstanding Leadership Award In Education and Business and is honored to be the Keynote Speaker at the Education 2.0 UAE conference in Dubai in February 2024 at which she will accept her award. At the conference she will also be speaking in two additional sessions and holding an exhibition booth at which she will be discussing her book, "Culturally Sustaining Pedagogies in Music Education: Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cultures and Identities."

As owner of The Music Playhouse, a school for early childhood music education in Carmel Indiana, and Dissertation Supervisor for Boston University Doctoral students, Emily is grateful to be immersed in music teaching, learning and research from multiple vantage points, all of which inform the other.

Emily received her Doctor of Education (Ed.D.) and Master of Education (Ed.M.) degrees in Music Education from Columbia University in New York City. She also received Master of Music (M.M.) and Bachelor of Music (B.M.) degrees in Voice Performance from the University of Arizona and Temple University.

Emily has presented, performed and taught in the United States, Cuba, Austria, Italy, Sweden, Azerbaijan, England, China, United Arab Emirates, Oman, Jordan, Saudi Arabia, Malaysia, and Indonesia.

She has published in the International Journal of Music Education, Philosophy of Music Education Review and contributed to the book Humane Music Education for the Common Good published by Indiana University Press. Her book entitled, "Culturally Sustaining Pedagogies in Music Education: Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cultures and Identities," was published by Routledge in 2021 and recently became available in paperback.

Most recently, her book chapter entitled "The Sounds of Hope: Music Homeplaces and Compassionate, Abolitionist Music Teaching" was published in the Oxford Handbook of Care in Music Education.

BOOK

This volume problematizes the historic dominance of Western classical music education and posits culturally sustaining pedagogy (CSP) as a framework through which music curricula can better serve increasingly diverse student populations.

By detailing a qualitative study conducted in an urban high school in the US, the volume illustrates how traditional approaches to music education can inhibit student engagement and learning. Moving beyond culturally responsive teaching, the volume goes on to demonstrate how enhancing teachers’ understanding of alternative musical epistemologies can support them in embracing CSP in the music classroom. This new theoretical and pedagogical framework reconceptualizes current practices to better sustain the musical cultures of the minoritized.

This text will benefit researchers, academics, and educators with an interest in music education, multicultural education, and urban education more broadly. Those specifically interested in ethnomusicology and classroom practice will also benefit from this book.

TABLE OF CONTENTS

Part I: Culturally Sustaining Pedagogy 1: The Importance of Theory, 2: Why Culturally Sustaining Pedagogy for Music Education? Part II: Historical Overview of Today’s Music Classroom 3: Music and the ‘Civilizing’ Mission, 4: Music and the ‘Civilizing’ Mission in the United States, 5: Character Improvement and Music Education in the United States, 6: Music Education Standardization and Codification Part III: Today’s Music Classroom 7: How do our Normalized Practices Impact Children Today? 8: Two Music Teaching Approaches 9: How do Students describe a Meaningful Music Classroom? Part IV: Culturally Sustaining Pedagogy in Music Education 10: Musical Epistemology and Music Education Part V: Moving Forward Toward Culturally Sustaining Music Pedagogy 11: Practical Implications for the Music Classroom 12: Towards a Framework for Culturally Sustaining Music Pedagogy