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As a product of awareness and its intersection to my identity (an African American woman within the classical saxophone field), a profound part of my research and pedagogy is focused on the intersection between music and identity. My research, lectures, and presentations aim to explain how the theories and concepts of identity, intersectionality, and privilege intersect with pedagogy and artistry. Understanding of these concepts and theories allow others the opportunity to articulate the many intersections of identity and how they reveal themselves in our lives and in the lives of our students.

Interested in a workshop, lecture, or presentation regarding music and identity, programming, and/or diversity and inclusion?
Invited Guest Lectures and Presentations
  • Seventeenth International Conference on the Arts in Society, Zaragoza, Spain 
  • International Alliance for Women in Music, Corvallis,Oregon
  • Central Washington University, Ellensburg, WA 
  • University of Hartford, Hartford, Connecticut
  • Darkwater Womxn in Music Festival, Pembroke, North Carolina

Disturbing conflicts and global unrest have become heightened and more overt.  As a result of this, discussions and initiatives pertaining to inclusion, equity and equal representation within the classical, contemporary, and new music communities have become focal points across the globe. Conversations that lead to action have been strengthened. 

 

Higher education is no exception to this.  Many universities and colleges aim to increase their diversity, equity, and inclusion initiatives in response to the momentum from the recent socio-political happenings. For real change to be made, however, it must begin with the educators themselves. The creation of inclusive musical communities cannot come from only policy changes and the implementation of committees, but also with those who make up those policy making communities. Fighting for equal representation and diversity is meaningless until we address the intersection in which all oppression and privilege meet. Sustainable, equitable change cannot be made without this acknowledgement and understanding.

It is through my research and pedagogy that I aspire to help build these connections, bridges, and realizations within the musical community. Through the process of continuously learning and unlearning we become more equitable, knowledgeable musicians and pedagogues.