Becoming an Active Bystander in Music Education

Abstract

In this article, I provide advice to music educators on how to intervene when they witness acts of overt interpersonal discrimination as well as more subtle forms of discrimination, including microaggressions. Many music educators have identified systemic barriers to inclusion and stressed the importance of choosing and creating culturally responsive repertoire, curriculum, and instruction. Less explored, however, is what steps music educators can take when they witness discriminatory acts by students or other adults, which is often referred to as being an “active bystander.” I begin by defining different forms of interpersonal discrimination, including microaggressions and acts of what researchers call “aversive racism” as well as why these discriminatory acts are harmful. I then describe what researchers suggest are effective strategies to intervene in these forms of discrimination, and I provide examples of music educators actively addressing acts of discrimination by students and adults.