A volume in Advances in Music Education ResearchSeries Editors Linda K. Thompson, Lee Universityand Mark Robin Campbell, SUNY at PotsdamEditorial Board: William Bauer, Case Western Reserve University. Susan Wharton Conkling,Eastman School of Music, University of Rochester. Colleen Conway, University of Michigan.Lisa R. Hunter, The State University of New York College at Buffalo. Joshua A. Russell, TheHartt School, University of Hartford. Peter Whiteman, Institute of Early Childhood, MacquarieUniversity.Issues of Identity in Music Education: Narratives and Practices focuses on the stories ofindividuals-cooperating teachers and student teachers, undergraduate composers, singers and non-singers, Hispanic and whitestudents, and instrumental music educators. Individually and collectively, these studies tell stories about the ways that people, places,and spaces in music education interact to shape identity. Although using specific methodologies within both qualitative and quantitativetraditions, collectively these studies create a kind of complementarity-the kind of inquiry symbiosis that Sandra Stauffer in Volume 2avers we are ready to embrace in the profession.Continuing the practice of inviting essays from prominent educators, Volume 3 presents the thinking of Jean Clandinin on narrativeinquiry. Her essay brings both added depth and clarity in understanding the key ideas, processes, relationships, and ethics involved innarrative research. Peter Whiteman’s and Regina Murphy’s concluding essays advance theconversation on the role of discussant within the context of the Annual Meeting of AERA.Whiteman and Murphy share insights from their own experiences as they describe thepurposes and processes of this important role. Like the studies within this volume, theseessays elucidate the various roles and identities we hold as researchers. This volume is asignificant addition to the libraries of Schools of Music and Colleges of Education, as well asan important reference for music scholars and educators, researchers, and graduate studentswho are concerned with advancing both the scope and quality of research in the study ofmusic teaching and learning.
