Expertise: The Relational Turn

Edwards, Anne

doi:10.1007/978-90-481-3969-9_2

Cited by 24 publications

(30 citation statements)

References 34 publications

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“…Second, at the professional level, LFBS choir activity shows a need for expanding the responsibilities and tasks of the choir conductor. Through the language-aware perspective, the choir conductor becomes a resourceful practitioner (Edwards, 2010) through whom the interprofessional and interdisciplinary collaboration with second language teachers, as well as the constant intercultural negotiation with the choir participants, creates new resources. Third, at the disciplinary level, the dual meaning of LFBS choir practice emphasizes an equal and reciprocal approach to both music and language and reveals a tension that originates in the siloed thinking in and between the disciplines.…”

Section: Discussionmentioning

confidence: 99%

“…Westerlund & Gaunt, 2021). However, as the case of LFBS choir shows, this kind of expanding practice is necessary when “old practices fail to connect with current purposes and intentions” (Edwards, 2010, p. 13). Such change, like the language-aware perspective in LFBS choir practice, reflects changes that originate from outside of established professional practice, that is, from environments both near (teaching and learning environments) and far (societal and global situations).…”

Section: Discussionmentioning

confidence: 99%

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Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs

Lehtinen-Schnabel

2022

Research Studies in Music Education

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The topic of language awareness in intercultural music education has received surprisingly little attention in discussions on meaningful and responsive musical practices, despite language being an ubiquitous issue that every music educator encounters when entering a multilingual learning environment. This study explores a language-aware perspective that is embedded in a dynamic and dialogical choir practice drawing on the direct social needs of adult choir participants with culturally and linguistically diverse backgrounds. The analysis sets the practitioner experiences, planning, and implementation of the choir practice against the theorisation of activity systems and the concepts of boundary object and boundary crossing, in particular. The theoretical exploration considers how a dual meaning choir practice (a) integrates musical and linguistic activity, (b) crosses boundaries between the disciplines of music and language education, and (c) justifies change in music educational thinking. The study suggests that a dual meaning choir practice provides meaningful musical activity for adult immigrants, expanding the understanding of musical practice and the profession of music educator by blurring the dichotomous thinking of music and music education as being either instrumentalized or existing only for purely musical purposes. The study further advocates that a hybrid musical practice can widen professional understanding with novel insights, out-of-the-box perspectives, and new opportunities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs

Lehtinen-Schnabel

2022

Research Studies in Music Education

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“…Third, relational expertise is useful vertically (in authority hierarchies), but it is also relevant for horizontal collaboration across practices at similar levels in authority hierarchies. Lastly, relational expertise respects history, but is focussed on the common knowledge created through shared understanding of the different motives of those collaborating, and going forward together (Edwards, 2010). The theory of relational agency can serve as a critical framework that guides the development of constructive, cooperative relationships between the institutions to seek solutions to epistemic injustice as a barrier to successful articulation between the institutions.…”

Section: Discussionmentioning

confidence: 99%

Epistemic Injustice: Barrier to Articulation Management between Higher Education Institutions in South Africa

Lortan¹,

Maistry²

2018

MyRES

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The call for free education and decolonization of higher education curricula in recent years by university students in South Africa has increased awareness of epistemological issues and the notion of epistemic justice in higher education. In national policies education is presented as a critical means for addressing inequality, poverty and unemployment and the need for integration of the various strands of the post-school education and training system is highlighted. Systemic articulation between institutions of learning and work is viewed as expanding access to education and training opportunities.A national articulation baseline survey involving all public universities and technical vocational education and training (TVET) colleges was undertaken in November 2016 in order to explore the existence and nature of articulation initiatives, and identify enablers and barriers to articulation between higher education institutions in South Africa. The report was completed in October 2017. This paper focuses on findings in the report related to articulation management between TVET colleges and universities. Although not explicitly stated, the findings revealed the prevalence of what we refer to as epistemic injustice, indicated by the extent to which individual and collective attitudes in academia perpetuate discrimination that impacts negatively on students’ progression from one institution to another higher learning institution. The need for epistemic justice to be included in the articulation lexicon on a national level is highlighted. One of the recommendations made in the report is that the South African Qualifications Authority should raise the level of awareness of epistemic injustice at institutional and individual levels.

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“…CHAT highlights "the collaborative construction of relationships and professional norms that can improve teaching and learning" [62]. Edwards [64] refers to this as 'relational expertise': confident engagement with the knowledge that underpins one's own practice and engagement with others' expertise. Relational expertise enables practitioners' relational agency: the ability to work productively with others to expand understandings of and solutions to a problem of practice.…”

Section: Collaboration and Relational Agencymentioning

confidence: 99%

A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps

Hofmann

Ilie

2022

Education Sciences

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Evidence-based practice is a salient solution that has been presented to address the persistent educational attainment gap linked to economic disadvantage. However, most schools do not engage with research, and we know little about facilitating school-led research use at scale. Linking different approaches to studying educational effectiveness, equity and change, and drawing on cultural-historical activity theory, this study develops intermediate theory about the mechanisms influencing institutions’ success in using research. In the context of the Opportunity Area Programme, supporting place-based interventions in the UK’s most socio-economically disadvantaged regions, we conducted a theory-led evaluation of the Evidence-Based Practice Fund (EBPF), aimed at supporting school-led research engagement to improve learning outcomes. We analysed the documentation of 83 EBPF projects, 8 focus groups, and a school survey. We demonstrate that enabling schools to address locally identified needs motivates research engagement but formulating these as stimulus for change requires scaffolding. Schools were keen but needed re-translation to use research to address those challenges. Low-key school-to-school support was found adequate. Leadership support and collaboration were significant but require relational expertise and professional learning to be effective. This study demonstrates that the use of research by schools at scale is possible and can transform a school’s agency in developing their own practice to improve equity.

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Expertise: The Relational Turn

Cited by 24 publications

References 34 publications

Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs

Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs

Epistemic Injustice: Barrier to Articulation Management between Higher Education Institutions in South Africa

A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps

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