Date

8-24-2023

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Jerry Newman

Keywords

bluegrass and roots music studies, cultural relevancy, music education licensure revision

Disciplines

Music

Abstract

Despite recent trends favoring the integration of vernacular music in higher education, there are still stakeholders who are resistant to change. This qualitative study seeks to account for such responses. By examining relevant literature relating to the movement and interviewing educators with substantial experience in the field, the researcher seeks to uncover potential pathways to music education licensure for college graduates specializing in bluegrass and roots music studies. This study also considers foreseeable advantages and impediments to the initiative, including classism, Euro-centric musical biases, the marginalization of likely participants, and educational mandates for cultural relevancy. The study cross-references and compares these phenomena with interviewee responses to identify and contextualize those forces that deny formally trained and credentialed bluegrass and roots music studies specialists an equal opportunity to pursue Tennessee music education licensure. This study also examines a variety of alternative licensure pathways that could potentially facilitate music education licensure for these individuals. Additionally, the study contextualizes the individual, institutional, and societal benefits that can potentially emerge in the event that these individuals are provided with consistently replicable and navigable pathways through this process.

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