What is your position? Identifying systemic structural forces in the playing field of Voice Pedagogy

Diversity, equity, and inclusion considerations have been given increased prominence in recent years across both society at large and in academia. Marginalized communities often experience structural and systemic gatekeeping to accessing opportunities across numerous fields within academia. Some disciplines are addressing examining the structural and systemic exclusionary practices within the academic fields which train the next generation of practitioners and educators (e.g. Hond et al, 2022; Locke et al., 2021, Mansfield et al. 2019; Singleton et al., 2021). While there are voices in the field of voice pedagogy are discussing these issues (e.g., Benson et al., 2021), limited published research exists identifying the ways in which the field of voice pedagogy is structured. Identification of a discipline’s field structure is useful for examination of potential gatekeeping activities.

This qualitative research paper, drawn from a multi-sited focused ethnographic study, establishes a conceptual framework incorporating Bourdieu’s concepts of habitus, capitals, and practice (Bourdieu, 1979/2010) to identify structures within the field of voice pedagogy. It will discuss how these structures are arranged, displayed, and practiced, and how they have been used to systemically exclude specific groups of people from participating in the voice pedagogy field.

References

https://www.aamc.org/news-insights/gender-equity-academic-medicine
Association of American Medical Colleges.
Benson, E., Robinson-Martin, T., Naismith, M. (2021). Practicing Equity, Diversity, Inclusion and Belonging in the Singing Voice Studio. Voice and Speech Review. DOI: 10.1080/23268263.2021.1964723
Hond, A., van Buchem, M., Hernandez-Boussard, T. (2022). Picture a data scientist: a call to action for increasing diversity, equity, and inclusion in the age of AI. Journal of the American Medical Informatics Association, 00(0), 2022, 1–4 https://doi.org/10.1093/jamia/ocac156
Locke, K., Lund, R., Wright, S. (2021). Rethinking gender equity in the contaminated university: A methodology for listening for music in the ruins. Gender, Work & Organization. 28(3), 1079-1097. https://doi.org/10.1111/gwao.12632
Mansfield, B., Lave, R., McSweeny, K, et al., (2019). It’s time to recognize how men’s careers benefit from sexually harassing women in academia. Human Geography, 12(1), 82-87. https://doi.org/10.1177/194277861901200
Singleton, K., Murray, D., Dukes, A., & Richardson, L. (2021). A year in review: Are diversity, equity, and inclusion initiatives fixing systemic barriers? Neuroview, 100(21), 3365-3367. https://doi.org/10.1016/j.neuron.2021.07.014