Fitting in and sticking out: An exploratory study of the Whiteness of the school music curriculum and its effects on Global Majority musicians.

This article explores the experiences of Global Majority (racialized non-White) music teachers, musicians, and students within the United Kingdom's predominantly White, middle-class music education system, focusing on how the Whiteness of the curriculum affects their musical identity, career aspirations, and mental health. Findings reveal significant barriers including underrepresentation of Global Majority educators, Eurocentric curriculum dominance, and stereotyping, which contribute to feelings of exclusion, low self-belief, and psychological strain among participants. The study highlights the importance of culturally relevant mentorship, informal music learning in Black cultural contexts (such as church), and increased racial diversity among teachers and industry gatekeepers to foster inclusion and agency. It also emphasizes the need for anti-racist approaches that address both curriculum content and pedagogical practices to dismantle systemic inequities in music education and the wider music industry.