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Luque Karam Dissertation 05072023.pdf (5.99 MB)

ETD Abstract Container

Abstract Header

Listening to Music Educators in Sonora, México While Challenging My Privilege: An Autoethnographic Account

Luque Karam, Andrea
http://orcid.org/0009-0001-2299-7118
http://rave.ohiolink.edu/etdc/view?acc_num=osu1683445006595149

Abstract Details

2023, Doctor of Philosophy, Ohio State University, Arts Administration, Education and Policy.
The problem addressed in this critical autoethnographic study concerns the lack of higher education opportunities for musicians in the state of Sonora, México and the ways in which that impacts music educators from the region. In particular, I look at the different paths music teachers take to follow their vocation by critically examining my privileged music education story. I base this critical lens on a framework of capital to understand the types of resources and forms of capital that are needed to study music professionally in Sonora. This study is presented through stories and poems that reflect the realities of my music education journey as well as the stories of this study’s participants. The primary research question was: What factors, including social class, impact the availability and accessibility of resources and professional development opportunities for music educators in Sonora, México? To collect my data, I employed individual/personal and what I call “collective” forms of data collection through journaling/creative writing and interactive focus groups. The creative writing I engaged with included letter-writing, poems, and vignettes. I did some of my personal writing before and after conducting the interactive interviews to constantly reflect and embody the practice of meaning-making. This study included 19 participants who are active music educators in Sonora and who were assigned to three focus groups. Upon completion of the nine interview sessions (three per group), I began to engage with the collected data by relistening to interviews, reading Spanish transcriptions and thinking about the possibilities for selecting and translating such stories. After identifying important moments in participants’ narratives, I reread my selections to identify different forms of capital that were represented. The four forms of capital with which I framed my analyses are economic, social, cultural, and human capital, which I based on literature by Becker (1964), Bourdieu (1986), Coleman (1988), Lin (2001), Portes (1998), and Schultz (1971). Based on this study’s data and my personal reflections, I concluded that the factors that positively impact the accessibility of resources to study music in the state of Sonora are mostly tied to social and cultural capital. Those who studied music at the college level had some kind of support system that influenced when and how they started learning music, as well as providing them with information about where they could continue studying music. When it comes to professionalization, however, social and economic capital seem the most impactful based on our reflections. I consider my family’s economic capital as an ultimate differentiator between the schools I had access to at the elementary and college level, informal education settings like private lessons, and those schools and opportunities accessed by participants. Furthermore, I share how it was evident in participants’ interactions that western music education practices are what they consider as legitimate, regardless of their education attainment or the musical genres that they engage with.
Jennifer Richardson (Committee Chair)
261 p.
Art Education; Arts Management; Education; Fine Arts; Higher Education; Latin American History; Music; Music Education; Performing Arts; Sociology
music education; barriers to study music; Sonora, Mexico higher education; inequities among higher education in Mexico; forms of capital and music education; auto-ethnography in music research.

Recommended Citations

Citations

  • Luque Karam, A. (2023). Listening to Music Educators in Sonora, México While Challenging My Privilege: An Autoethnographic Account [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1683445006595149

    APA Style (7th edition)

  • Luque Karam, Andrea. Listening to Music Educators in Sonora, México While Challenging My Privilege: An Autoethnographic Account. 2023. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1683445006595149.

    MLA Style (8th edition)

  • Luque Karam, Andrea. "Listening to Music Educators in Sonora, México While Challenging My Privilege: An Autoethnographic Account." Doctoral dissertation, Ohio State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=osu1683445006595149

    Chicago Manual of Style (17th edition)

osu1683445006595149
43
© 2023, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.