Critical Disability Studies in Music: Building Inclusive Musical Practices

Abstract

This document is designed in allyship with disabled musicians as a primer to introduce wider inclusive possibilities in higher education. There is currently a lack of understanding about disability studies in the general music education or in conservatory and university settings. It is the responsibility of our educators to instill anti-oppressive ideals into musician education. Musicians of all bodies deserve equitable access to a supportive education that fosters their autonomy in their performance and career, and this can be achieved most effectively through curriculum reform. I hope to inspire fellow able-bodied musicians to engage with disabled communities and work toward communal equity by building inclusive and participatory practices into our artistic goals. I seek to challenge systemic ableism in higher education through Iris Marion Young’s reconceptualization of social responsibility, in which she urges correcting structural injustice through social responsibility and consciousness-raising. To challenge ableism in music education at the university, I make suggestions for reforming performance education to inspire collaborative and equitable experiences for all students. This paper falls under the category of consciousness raising, seeking to inspire greater social responsibility amongst my cohort of musicians.