Overcoming the barriers to offering eclectic-styles ensembles: a narrative inquiry of string teachers’ experiences

String education has historically centered around traditional forms of Western European classical music despite directives and cultural trends to create more current, learner-centered experiences. This narrative inquiry examined the musical and cultural backgrounds of six participants who successfully navigated theoretical and structural barriers to offer eclectic-styles and nontraditional string experiences at the secondary level in public schools. The study identified central theoretical barriers of privileging classical music through notation and a reliance on contesting and adhering to traditional performance structures. The structural barriers in secondary public schools included: a of lack of equipment specific to issues of sound reinforcement, a lack of cohesive curriculum, and difficulty in scheduling these courses. Participants navigated the barriers through creating hybrid models of teaching by sight and by ear, collaborating with colleagues, and demonstrating adaptability in unconventional teaching environments. Through a framework of culturally responsive and sustaining pedagogy, the participants demonstrated that embracing eclectic-styles improved students’ musical engagement and affirmed their identities and cultural histories.