We believe strongly in equitable access to music education and the importance of sensitivity to the needs of diverse learners across many contexts. Current projects in this area include: music composition with detainees of the Cook County Juvenile Temporary Detention Center (AMPED); an ethnographic study of NU’s Academy of Music and Art for Special Education (AMASE), a student-run organization that provides free music instruction to local children with disabilities; an intrinsic case study of the impact of community engaged service in special education classrooms on the attitudes and pedagogical content knowledge of pre-service music educators; an ethnographic exploration of a transgender and ally choir; and ongoing, collaborative narrative studies with music educators from historically marginalized groups.
Bartolome, S.J. (in press) Comparing fieldwork experiences: A longitudinal examination of pre-service and first-year teacher perspectives. Journal of Research in Music Education.
Bartolome, S.J. & Stanford, M.E. (in press). “Can’t I sing with the girls?”: A transgender music educator’s journey. In Talbot, B.C. (Ed.), Marginalized Voices in Music Education. New York: Routledge.
Hickey, M., & Cohen, M (2012). Function-based music education: A framework for facilitating musical learning and developing human relationships through analyses of two prison case studies. In L.K. Thompson & M.R. Campbell (Eds.), Situating inquiry: Expanded venues for music education research. Advances in music education book series (pp. 99-118). Charlotte, NC: Information Age Publishing.