High Key Transgression: Queerness, Disability Justice, and Music to Reimagine Our Selves

Abstract

This article examines the intersection of music, Queer and trans students, and the transdisciplinary potential of maker-education for liberating students in our traditional confines of biopolitical schooling enclosures. For many disabled and Queer students, there is success with vocal training as well as radical imaginings with instrumentation to allow for non-canonical musical expression. Music education can help validate students’ identities, though we often hit limitations because of financial hurdles, the white cis-heteronormative canon of music education, and other accessibility issues. Through an extensive interrogation of heteroracist ableism, we will research the determinants for students’ creative potential through music as a radical instrument of reimagining and implementing theory as praxis.