In search of a potentially humanising music education

Narita, Flávia Motoyama; Feichas, Heloísa

doi:10.4324/9780429504631-7-11

Cited by 2 publications

(2 citation statements)

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“…Teachers indicated that the practical nature of such journals provided them with overt applications and explicit strategies that could be trialed in their practice. Narita & Feichas (2021) argue that the perception that academics are out-of-touch with contemporary challenges, policy environs, and student needs may stem from a tendency of scholarly writers to engage with abstract critiques and theories, but not propose relevant alternate practices. Laprise (2017) argues that teachers often lack the time, confidence, and knowledge of scholarly processes required to publish within academic journals and books, meaning most authors publishing academic texts are not current K-12 educators.…”

Section: Who Creates the Content?mentioning

confidence: 99%

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

SIMPSON

2023

ACT

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Research from Sheehy (2016) found that in-service educators are increasingly disengaging from the scholarly field. This paper highlights and critiques paradigmatic approaches used to disseminate scholarly research in music education which ostensibly lead to teacher disengagement, including the use of academic language, issues of accessibility, and the “printable” formats of scholarly texts. It utilizes Reynolds’ (2009) discussion of factors which led to the development of the musical genre “post-punk” as a framework to critique, compare, and discuss how discourses of social media may inform the development of innovative scholarly research dissemination methods. In doing so a new “genre” of scholarly publication which is informed by normative academic practices and those associated with social media is both proposed and exemplified. It is argued that these proposed innovative dissemination methods have the potential to reengage in-service educators within the scholarly field; and foster academic publications which are considered more engaging, accessible, and relevant.

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Section: Who Creates the Content?mentioning

confidence: 99%

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

SIMPSON

2023

ACT

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“…The role of the teacher is likely to be pivotal in bridging any gap between everyday conceptualisations and experiences and knowledge (conceptual, procedural, and applied) that is new to the student. Narita and Feichas (2021) provide a pedagogic framework comprising three domains of teacher knowledge: "teachers' practical musicianship, their authority and theoretical knowledge, and their relationship with learners' musical worlds" (116). In this way the importance of both knowledge and knowers is acknowledged and accommodated.…”

Section: Social Realismmentioning

confidence: 99%

Critiquing the Critique: Postcolonialism, Moral Concerns, and Epistemology: An essay review of The Routledge Handbook to Sociology of Music Education, Part I

McPHAIL

2023

ACT

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In this review essay response to Part 1 of The Routledge Handbook to Sociology of Music Education, I explore the entanglement of moral and epistemological concerns that surround the discourses of postcolonialism. Postcolonialism critiques Western hegemonies and raises questions not only about politics and morality but also ontology and epistemology that go to the very heart of the educational endeavour. I attempt to tease out some dimensions not often included in this literature-epistemological arguments about knowledge itself. I also raise the issue of how to ensure that criticality maintains a constant reflexive edge within the academic community to avoid simply utilising the moral high ground as justification for changes to education. I recount the principles of Social Realism as a possible means to resolve the vexed questions about what and whose knowledge counts in education.

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In search of a potentially humanising music education

Cited by 2 publications

References 1 publication

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

Critiquing the Critique: Postcolonialism, Moral Concerns, and Epistemology: An essay review of The Routledge Handbook to Sociology of Music Education, Part I

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