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Book Chapters by adam patrick bell

The Sage handbook of school music education, 2024

Disability as an identity and/or lived experience is a way of being diverse, but disability itsel... more Disability as an identity and/or lived experience is a way of
being diverse, but disability itself is diverse, too. The
implications of this reality are manifold for the field of music
education and amplified by the fact that the global population
of disabled persons/persons with disabilities is estimated to be
over 15%, which is more than one billion people. In this chapter
we discuss how normative practices of music education impact
disabled persons/persons with disabilities in both school and
community contexts and examine the complexities of how and
why pedagogical practices can be inclusive or exclusive for a
given learner. Using a narrative approach, we tell the stories of
a learner named Ray as they encounter different music learning
contexts throughout their lifespan. First, we open with Ray
experiencing the “norm” in school and community music
learning settings to identify issues. Following, we offer a
commentary of Ray’s experiences as a disabled person/person
with a disability with regard to (1) diversity (of approach,
perception, and pedagogy), (2) access (to instruction, to
experiences, to instruments/tools), and (3) equity (the
monetary, personal, and social costs of music learning).
Drawing on key concepts from the field of Disability Studies, we
discuss how Ray’s bodymind disrupts normative music
education practices, thereby identifying engrained ableist
practices that need to be unlearned. Furthermore, we advocate
for re-learning by reorienting to a disability-centered approach
that recognizes, values, and honors disability epistemology.
Finally, we conclude with a vision of what a more just music
education world might look like for Ray, but with the caveat
that what is right for Ray may not be for others because
disability is diverse and therefore the work of inclusion is
always incomplete.

The Sage handbook of school music education, 2024

Disability as an identity and/or lived experience is a way of being diverse, but disability itsel... more Disability as an identity and/or lived experience is a way of
being diverse, but disability itself is diverse, too. The
implications of this reality are manifold for the field of music
education and amplified by the fact that the global population
of disabled persons/persons with disabilities is estimated to be
over 15%, which is more than one billion people. In this chapter
we discuss how normative practices of music education impact
disabled persons/persons with disabilities in both school and
community contexts and examine the complexities of how and
why pedagogical practices can be inclusive or exclusive for a
given learner. Using a narrative approach, we tell the stories of
a learner named Ray as they encounter different music learning
contexts throughout their lifespan. First, we open with Ray
experiencing the “norm” in school and community music
learning settings to identify issues. Following, we offer a
commentary of Ray’s experiences as a disabled person/person
with a disability with regard to (1) diversity (of approach,
perception, and pedagogy), (2) access (to instruction, to
experiences, to instruments/tools), and (3) equity (the
monetary, personal, and social costs of music learning).
Drawing on key concepts from the field of Disability Studies, we
discuss how Ray’s bodymind disrupts normative music
education practices, thereby identifying engrained ableist
practices that need to be unlearned. Furthermore, we advocate
for re-learning by reorienting to a disability-centered approach
that recognizes, values, and honors disability epistemology.
Finally, we conclude with a vision of what a more just music
education world might look like for Ray, but with the caveat
that what is right for Ray may not be for others because
disability is diverse and therefore the work of inclusion is
always incomplete.