NAfME Report: Divisive Concepts Laws and Music Education

Regressive lawmaking in the U.S. has led some music educators to feel unsafe talking about race, gender, or history in the classroom. In response, the National Association for Music Education (NAfME) published a must-read report earlier this year on Divisive Concepts Laws (DCL)—legislative and executive orders that restrict teaching and learning activities related to race, gender, sexuality, and U.S. history—and their impact on music educators across the U.S. NAfME surveyed their members on how their teaching has been impacted by DCL, and the results are wide-ranging. While about half of respondents feel unaffected by DCL, other teachers are reconsidering their curriculum and repertoire choices or leaving the profession altogether. NAfME is concerned that many teachers and administrators are unclear on how to interpret DCL and therefore steer clear of culturally responsive pedagogy and social–emotional learning, which ultimately has consequences for student inclusion and wellbeing. The NAfME report also shares resources that help interpret legislation so that music educators can confidently embrace diversity and inclusion in their music classrooms.