This chapter examines the recent proliferation of disabled / LGBTQ+ representations in online musical media to further conversations about facilitating welcoming learning spaces in music education. The idea of claiming space is used in connection with crip-queer resistance that disrupts hegemonic spaces of normalization. The work of two influential disability scholars is used to create a theoretical assemblage, which is then applied toward an analysis of two online music videos that feature disability and LGBTQ+ representations. Insights generated from this online media performance analysis will then be discussed in relation to work by other scholar activists who seek to advance the liberating potentials of music education.
|Title of host publication
|The Oxford handbook of gender and queer studies in music education
|Nicholas McBride, Colleen Sears
|Oxford University Press
|Accepted/In press - Oct 31 2022