Being a Trans Music Educator: Collaborative Reflections from Academia and the Classroom

Abstract Emergent research has investigated teacher and school readiness to teach trans and gender-expansive (TGE) music students; however, the lived experiences of TGE music educators remain markedly underrepresented in music education literature. This chapter, coauthored by five gender-expansive music educators, engages a dialogical and reflexive process to center the voices of TGE teachers themselves. Drawing from their personal and professional narratives, the authors explore how their identities shape their pedagogical practice and professional lives. While increased visibility and acceptance of TGE individuals exist in some educational contexts, the authors highlight persistent challenges—including cisnormative school cultures, tokenizing forms of “inclusion,” and structural barriers that marginalize TGE educators. Their reflections offer critical insight into the urgent need for more expansive, affirming, and equity-driven frameworks in music teacher education and school policy.