The capstone project, "Amplifying the Voices of Black Pedagogy," delves passionately into the experiences of Black, licensed music educators in North and South Carolina's public school systems, driven by the researcher's own journey as a Black, Queer woman in the music industry. Its aim is to give voice to Black music educators, understanding the challenges they face, their strategies for overcoming them, and the guiding principles of their pedagogy. Through interviews with eight Black music educators at various career stages, the project reveals systemic barriers within music education, stemming from long-term effects of zoning and redlining, funding disparities, and skewed perceptions. It highlights the innovative "another way" approach used by these educators, emphasizing student autonomy, representation, and a supportive learning environment. The study utilizes arts-based methods to convey the educators' values. In summary, this capstone project illuminates systemic challenges faced by Black music educators in the Carolinas and underscores their unique, value-driven approaches, advocating for a more inclusive and empathetic music education that celebrates diversity and empowers students to reach their full potential.
Keywords: Capstone project, Black music educators, North Carolina, South Carolina, representation, systemic barriers, pedagogy, diversity, education, student autonomy, arts-based methods, inclusive, empowerment, values, challenges, innovative approach, public schools, funding disparities, zoning, redlining, underrepresented voices