Headshot of Joshua Palkki

Joshua Palkki

Associate Professor of Music

Contact

Email
josh.palkki@gatech.edu
Telephone
(404) 894-3194
Office
West Village 171
Links

Joshua Palkki

Associate Professor of Music

Areas of Research or Creative Practice: Conducting, Music Education, Equity

Education

Ph.D. Music Education, Michigan State University, 2016
M.Mus. Choral Conducting, Northern Arizona University, 2011
B.S. Music Education, Ball State University, 2004

Biography

Joshua Palkki (he/him) is Associate Professor of Music at 17cҳ Tech where he leads the Chamber Choir and Glee Club. He is co-author of published in 2021 by Oxford University Press (with Dr. Matthew Garrett, Case Western Reserve University). Dr. Palkki is an internationally recognized scholar on topics of equity and justice in (choral) music education, particularly centering on inclusive practices for LGBTQA students and teachers. 

Prior to his appointment at 17cҳ Tech, Palkki served on the faculties of Arizona State University and California State University, Long Beach. At ASU he led the Barrett Choir and guided students in music education pedagogy, choral pedagogy, music teacher education, and choral conducting. At CSULB, Palkki taught courses in music education, interfaced with the College of Education, and led the University Choir. Under his leadership, that ensemble was selected to perform at the 2019 California Choral Directors Association (CCDA) State Conference. 

Palkki earned a Ph.D. in music education (choral conducting cognate) from Michigan State University where he received the MSU Council of Graduate Students Disciplinary Leadership Award. During his tenure at MSU, he studied conducting with Dr. Sandra Snow, Dr. Jonathan Reed, and Dr. David Rayl. Dr. Palkki was a finalist in the graduate division of the 2011 American Choral Directors Association national conducting competition while earning a master’s degree in choral conducting at Northern Arizona University (NAU) with Dr. Edith Copley. In 2011, he was named Outstanding Graduate Student in the NAU 17cҳ. 

An active guest conductor and clinician, Joshua has served on the faculty of both the San José State University (SJSU) Summer in the City Camp and Blue Lake Fine Arts camp. As a guest conductor, he led the Nevada Middle School All-State Choir in 2016, the SCVA SATB Regional Honor Choir in 2017, CCDA Central Region TTBB Honor Choir in 2018, and CCDA Coastal Region SSAA Honor Choir in 2019 and the Kansas High School All-State Treble Choir in 2025. During academic year 2025-26, he will lead middle school honor choirs in Las Vegas, NV and the Alabama Mixed All-State in Birmingham.

Joshua has a keen interest in Music Learning Theory and all things equity and justice-related, including but not limited to: LGBTQA and gender studies in music education, culturally responsive teaching, anti-racism, and participatory music making. He has presented at state and national research and practitioner conferences including the NAfME National In-Service National Conference, the Society for Music Teacher Education Symposium, and the ACDA National Conference. His writing appears in the Choral Journal, Journal of Music Theory Pedagogy, Journal of Research in Music Education, Research and Issues in Music Education, Music Education Research, Research Studies in Music Education, and International Journal of Music Education. Palkki has contributed book chapters to Engaging Musical Practices: A Sourcebook for Middle School General Music (Rowman & Littlefield), Routledge Companion of Jazz and Gender (Routledge), Handbook of Music and Art (Bloomsbury), Choral Conductors Companion (Meredith/Hal Leonard), Oxford Handbook of Gender and Queer Studies in Music Education (Oxford), Oxford Handbook of Feminism in Music Education (Oxford), Q&A for MLT: Choral Music Perspectives on Music Learning Theory (GIA). Joshua currently serves on the editorial board of Journal of Queer and Trans Studies in Education and . Dr. Palkki’s passion is cycling and, in June 2025, he participated in his fourth AIDS/LifeCycle. 

Statement of Teaching Interest

The heart of my philosophy centers on equity and a constant awareness of social justice issues in the music classroom. As a choral conductor-teacher, I believe in questioning the many outdated traditions that often go unquestioned in music spaces. I am constantly aiming to become more process-oriented and student-centered. I aim to craft programs of choral repertoire with themes relevant to the complex world in which we live while highlighting compositions and arrangements by persons from historically marginalized populations. Because I believe that music education can be transformative as a personal inspiration and as a force for equity and justice, I take great pride in my teaching. I care for and support my students. 

Statement of Research Interest

Just as a steadfast commitment to equity and justice serves as the foundation of my teaching philosophy, so to do these principles serve as the bedrock of my research and creative agenda. I explore socio-cultural issues and how they play out in, and impact, music education spaces. I have been a leading voice in my two academic fields (choral conducting and music education) on equity for persons of LGBTQA/queer experience. I also explore policies and how they impact people from historically marginalized populations. I question traditions and analyze divisive rhetoric. I seek to amplify unheard voices. I am also interested in community music making and participatory music-making practices, Music Learning Theory, mentorship of music students and teachers from historically marginalized populations, and high-impact choral teaching and performances practices.

 
Recent Scholarly Work
  • Edidi, D.F. & Palkki, J. (2026). “Walk fully and boldly into my gender truth”: A glimpse into the musical life of Lady Dane. In C. Sears & N. McBride (Eds.), Oxford Handbook of Gender and Queer Studies in Music Education (pp. 600-620). Oxford University Press.
  • Palkki, J., Beede, D., Louis-Jacques, T., & Schramm, K., Ibrahim, M. (2026). The voice of policy: A national content analysis of “gendered” U.S. All-State choir policies. Arts Education Policy Review. OnlineFirst:
  • Palkki, J., Caithaml, J.M., Kimbrel, S. (2026). Lacking subtlety: A critical analysis of the Project 2025 report and impacts on music education. Action, Criticism, and Theory for Music Education, 25(3), 13-54.
  •  O’Toole, P. & Palkki, J. (2025). I ain’t gonna study war no more: The cost of feminist (related) scholarship in music education. In M. Silverman & N. Niknafs (Eds.), Oxford Handbook of Feminism and Music Education (pp. 259-279). Oxford University Press.
  • Palkki, J. (2025). “Overwhelming and inspiring at the same time”: Exploring the influence of a GIML PDLC on two choral educators’ philosophies and practices. Audea: A Journal for Research & Applications of Music Learning Theory, 24(1), 35–66. 
  • Palkki, J., Hsieh, B., & Fitch, C. A. (2025). Musical counterstories: Racialized experiences of Asian/Asian American music teachers. Journal of Research in Music Education, 73(3), 334–356.
  • Palkki, J. (2024). Misogyny and masculinity: American boys and singing in an age of gender-expansiveness. International Journal of Educational Research, 124. Advance online publication
  • Palkki, J. (2023). Queerness in American music education: A panoptic view. In S.M. Kraaz & C. DeMille (Eds.), The Handbook of Music and Art (pp. 101-114). Bloomsbury.
  • Palkki, J. (2023). Navigating cisgenderism: The experiences of three gender-expansive music educators. Journal of Music Teacher Education, 33(1), 103–121. doi: 10.1177/10570837231169487
  • Palkki, J. & Cossich, L. (2023). What are considerations and strategies for diversity, equity, and inclusion in MLT-informed choral settings? In J. Reese, K. McCoy, & S.C. Hill (Eds.) Q&A for MLT: Choral Music Perspectives on Music Learning Theory (pp. 141-156). GIA.
  • Hill, S.C. & Palkki, J. (2023). What might MLT-informed choral methods courses look like? In J. Reese, K. McCoy, & S.C. Hill (Eds.), Q&A for MLT: Choral Music Perspectives on Music Learning Theory (pp. 223-232). GIA.
  • Palkki, J., Oser, C., & Leitham, J. (2022). “Music saved my life”: Jennifer Leitham on life, music, and gender. In J.M. Reddan, M. Herzig, & M. Kahr (Eds.), Routledge Companion to Jazz and Gender (pp. 292-304). Routledge.