Critical pedagogy applies theoretical constructs from critical theory through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialog, and (c) action to overcome those systems. Music therapists primarily work with individuals who belong to communities that are historically oppressed or marginalized. However, scant research exists exploring the role of critical theory and critical pedagogy within music therapy curriculum. A need exists to identify how music therapy educators who align with critical pedagogy provide opportunities for their students to identify and name the impact systemic oppression has on those with whom we work; acknowledging our own lenses, biases, values, and lived experiences; and how they enact change. The purpose of this constructivist grounded theory study was to explore why music therapy educators who align with critical pedagogy in the United States believe critical pedagogy is important and how they apply it in their undergraduate curricula and classroom environment. Eight music therapy educators who incorporate critical pedagogy into their curriculum completed semi-structured interviews and spoke about their experiences. Data analysis resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy, and a model for critical music therapy curriculum. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.

批判教育学通过以下过程应用批判理论的理论建构：（a）承认并命名压迫、社会不公正和偏见，（b）批判性反思和对话，以及（c）克服这些系统的行动。音乐治疗师主要与属于历史上受压迫或边缘化社区的个人合作。然而，很少有研究探索批判理论和批判教育学在音乐治疗课程中的作用。需要确定符合批判教育学的音乐治疗教育者如何为学生提供机会来识别和命名系统性压迫对我们一起工作的人的影响；承认我们自己的视角、偏见、价值观和生活经历；以及他们如何实施变革。这项建构主义扎根理论研究的目的是探讨为什么美国与批判教育学保持一致的音乐治疗教育者认为批判教育学很重要，以及他们如何将其应用到本科课程和课堂环境中。八位将批判性教学法纳入课程的音乐治疗教育工作者完成了半结构化访谈并谈论了他们的经历。数据分析得出两个核心类别：批判性音乐治疗课程和本科音乐治疗中批判性教育学的成果，以及批判性音乐治疗课程的模型。提供了对临床实践的影响、研究的局限性以及对未来研究的建议。