摘要: Three students of differing racial backgrounds share their stories of participation in school band in a rural community on" The Line," the US/Mexico border. While the population of the school was over 90% Hispanic and the Spanish language was prevalent, the demographics of the school band did not mirror those of the community. Through exploration of three students' experiences of race, language, class, and culture in relation to school music, the author examines the possibilities of his own complicity in perpetuating potentially exclusive teaching practices.