A Space of Our Own: Perspectives of Music Education at a Black Women’s College

Abstract The landscapes of music education are as diverse as the communities they serve, encompassing formal institutions, community initiatives, and culturally specific practices. Within this multifaceted field, historically Black women’s colleges (HBWCs) stand out as unique sites for cultivating the intellectual, cultural, and musical identities of Black women. This chapter explores the role of Spelman College in addressing the historical erasure of Black women from music education narratives and creating spaces where their experiences are centered and valued. Situating the discussion within the broader historical and social frameworks of systemic oppression, it examines how intersections of race, gender, and class influence the experiences of Black women in music education. The first section delves into the exclusion of Black women from traditional music education narratives and its implications for contemporary practice. The second section highlights Spelman College as a transformative space where Black women critically explore their identities and social roles through music. The final section advocates for Black feminist pedagogy, proposing it as a radical approach to deconstructing systems of inequality and empowering students through inclusive, activist-centered teaching. Together, these perspectives underscore the importance of reimagining music education as a tool for cultural affirmation and social justice, offering insights for educators and institutions committed to equity and transformation.