Participation in jazz and improvised music is an important dimension of school education, as a creative, collaborative, social and emotional endeavour. Despite the continuing importance of jazz and improvisation in music education globally, it is widely acknowledged that historic and contemporary practices in this area of teaching and learning result in the exclusion of Female Identifying and Gender Nonconforming students. It is also well documented that gendered attitudes and behaviour patterns start in the early primary school years of schooling which continue through secondary schooling and beyond. Moreover, music is a significant social space in which gender norms can be either reproduced or reimagined.
Although there is a growing consensus on the importance of the implementation of new strategies for both the professional knowledge for teachers and interventions in student learning environments, much of the evidence is anecdotal. This Research Topic aims to cover emerging and novel evidence-based educational research that explores but is not limited to investigating:
● Diversity and equity in the representation of genders in jazz ensembles
● Diversity and equity in the representation of genders in the jazz repertoire
● Diversity and equity in the representation of genders in band leadership and musical direction
● Creating safe spaces for music education/performance in jazz and improvisation
● The lack of professional role models in the industry
● Gendered stereotypes and perceptions of instrument suitability and musical identities
● Educators’ unconscious gendered biases in teaching and learning jazz
● Teacher confidence and capacity to address issues of gender discrimination in jazz music education
● Intersectionality and jazz education: gender and sexuality; gender and race, gender and disability
● Sexism and sexual harassment in jazz educational contexts
● Teaching jazz: reproduction or subversions of the ‘male’ identity of jazz
● Education in creating a gender diverse culture in jazz leadership
● Strategies for gender diversity in recruitment, policy and curriculum
This Research Topic welcomes original research articles employing quantitative, qualitative or mixed-method/multi-method research designs, systematic reviews of the literature, philosophical and conceptual-theoretical analysis papers.
Participation in jazz and improvised music is an important dimension of school education, as a creative, collaborative, social and emotional endeavour. Despite the continuing importance of jazz and improvisation in music education globally, it is widely acknowledged that historic and contemporary practices in this area of teaching and learning result in the exclusion of Female Identifying and Gender Nonconforming students. It is also well documented that gendered attitudes and behaviour patterns start in the early primary school years of schooling which continue through secondary schooling and beyond. Moreover, music is a significant social space in which gender norms can be either reproduced or reimagined.
Although there is a growing consensus on the importance of the implementation of new strategies for both the professional knowledge for teachers and interventions in student learning environments, much of the evidence is anecdotal. This Research Topic aims to cover emerging and novel evidence-based educational research that explores but is not limited to investigating:
● Diversity and equity in the representation of genders in jazz ensembles
● Diversity and equity in the representation of genders in the jazz repertoire
● Diversity and equity in the representation of genders in band leadership and musical direction
● Creating safe spaces for music education/performance in jazz and improvisation
● The lack of professional role models in the industry
● Gendered stereotypes and perceptions of instrument suitability and musical identities
● Educators’ unconscious gendered biases in teaching and learning jazz
● Teacher confidence and capacity to address issues of gender discrimination in jazz music education
● Intersectionality and jazz education: gender and sexuality; gender and race, gender and disability
● Sexism and sexual harassment in jazz educational contexts
● Teaching jazz: reproduction or subversions of the ‘male’ identity of jazz
● Education in creating a gender diverse culture in jazz leadership
● Strategies for gender diversity in recruitment, policy and curriculum
This Research Topic welcomes original research articles employing quantitative, qualitative or mixed-method/multi-method research designs, systematic reviews of the literature, philosophical and conceptual-theoretical analysis papers.