"Truely there is no good music without queer people": A Narrative-Based Inquiry into the Inclusivity of Queerness in the Modern Australian Music Classroom

Abstract

This narrative multi-case study examines how queer content and identities are incorporated into teaching practices to foster inclusive, visible, and safe environments for both educators and their students. Drawing from the narratives of three, queer identifying Australian music teachers, the research delves into the systematic, cultural, and institutional barriers they face, alongside their strategies to navigate heteronormative schooling systems. The findings underscore the significance of queer representation in music education, highlighting its impact on students’ and teachers’ identity formation, emotional well-being, and societal positioning. Additionally, the study evaluates the role of music as a transformative space that enables discussion, creation and acceptance. Through employing a queer research paradigm, this work situates itself within critical discourse and advocates for changes in music education policy and practice. Recommendations include integrating queer pedagogy into teacher education programs, queer content into the music curriculum and establishing more robust protections for queer teachers. This aims to address gaps in Australian queer music education scholarship and endeavours to influence more inclusive practices in music classrooms nationwide.