Abstract
The purpose of this study was to examine music teachers’ perceptions of divisive concept laws (DCLs) and the impact of these laws on their practice. Teachers across the United States hold vastly different views on these laws, but we lack sufficient understanding of the ways music teachers feel and how DCLs may be affecting their work. Given the novelty of these laws and policies, little is known about their impact, specifically on the music classroom and on music teachers. To better understand this issue, I employed a multicase approach to investigate how the phenomenon of DCLs has been experienced and perceived by selected general music educators in Florida. Five general music teachers from different elementary public schools in Florida were selected as participants in this study. The primary source of data collection was interviews with participants. Other data sources included researcher’s journals, and artifacts. Findings from within-case analysis were organized in four themes: (a) perceptions of DCLs, (b) perceptions of how DCLs translated into school policies, (c) perceptions of how DCLs impact teaching practices, (d) perceptions of mechanisms of support. Results from cross-case analysis were discussed using the theoretical framework policy knowhow and highlighted: (a) how conscientization was increased among participants and researcher as ideas and facts started to be explored and changes imagined, (b) participants’ dissatisfaction with the lack of opportunities for participation in policymaking, and (c) participants’ activism through subversive actions