Multiple repertoires of ways of being and acting in music: immigrant students' musical agency as an impetus for democracy

Karlsen, Sidsel

doi:10.1080/14613808.2012.685460

Cited by 24 publications

(39 citation statements)

References 15 publications

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“…Like the studies of Karlsen (2012) and Sexton (2012), musical competence of gypsy students may not be completely recognised at school in Spain. The first step would thus be to better understand the cultures that we have in an educational context.…”

Section: To W a R D S A D E Fi N I T I O N O F M U S I C A L C U L T mentioning

confidence: 98%

The influence of music learning cultures on the construction of teaching-learning conceptions

Casas‐Mas¹,

Pozo²,

Montero³

2014

Brit. J. Music. Ed.

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A m a l i a C a s a s -M a s ,1 J u a n I g n a c i o P o z o 2 a n d I g n a c i o M o n t e r o Current research in music education tends to put the emphasis on learning processes outside formal academic contexts, both to rethink and to renew academic educational formats. Our aim is to observe and describe three music learning cultures simultaneously, including formal, non-formal and informal settings: Classical, Jazz and Flamenco, respectively. We observed the conceptions of learning, teaching and evaluation within the framework of implicit theories. We used multiple-choice questionnaires to infer the profiles of these conceptions in 30 guitarists who are starting out on their professional careers in the three cultures and analysed whether there are related profiles. The results show that: (a) the Flamenco culture differs significantly from the others in the conception of teaching; (b) the three cultures are most alike in the conception of evaluation, for which conceptions are more sophisticated; (c) the classical culture is closer to constructive conceptions and farther from direct positions, while the opposite is true of Flamenco.

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Section: To W a R D S A D E Fi N I T I O N O F M U S I C A L C U L T mentioning

confidence: 98%

The influence of music learning cultures on the construction of teaching-learning conceptions

Casas‐Mas¹,

Pozo²,

Montero³

2014

Brit. J. Music. Ed.

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“…It is symptomatic that the discursive field of Swedish music education can be examined through the growing body of research on issues of democracy and cultural diversity in music education. Concepts such as musical agency (Karlsen and Westerlund 2010;Karlsen 2012), educational reform (Drummond 2005;, social mobility (Hofvander Trulsson 2010) and exotification (Saether 2010) have been used to promote a quest for music educators and policy makers to reflect on music's communicative power, which can be used for good or bad. As Nettl already in 1985 stated, it is important to study the institutions where music is taught: "Our cultural values, too, ought to be discernible in our musical system.…”

Section: Emerging Antagonistic Justificationsmentioning

confidence: 99%

Visions for Intercultural Music Teacher Education

Westerlund¹,

Karlsen²,

Partti³

2020

Landscapes: The Arts, Aesthetics, and Education

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Scope This series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, knowledge. The books in this series presents theories and methodological approaches used in arts education research as well as related disciplines-including philosophy, sociology, anthropology and psychology of arts education.

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“…It is symptomatic that the discursive field of Swedish music education can be examined through the growing body of research on issues of democracy and cultural diversity in music education. Concepts such as musical agency (Karlsen and Westerlund 2010;Karlsen 2012), educational reform (Drummond 2005;Schippers 2010), social mobility (Hofvander Trulsson 2010) and exotification (Saether 2010) have been used to promote a quest for music educators and policy makers to reflect on music's communicative power, which can be used for good or bad. As Nettl already in 1985 stated, it is important to study the institutions where music is taught: "Our cultural values, too, ought to be discernible in our musical system.…”

Section: Emerging Antagonistic Justificationsmentioning

confidence: 99%

Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden

Sæther

2019

Visions for Intercultural Music Teacher Education

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El Sistema, the originally Venezuelan music teaching movement is spreading worldwide, suggesting Western classical music as a tool for counteracting poverty and segregation. In Sweden, this represents an interesting and perhaps provoking twist, as the hegemony of classical music in music teacher education has since long been replaced by the hegemony of popular music. Based on fieldwork during the implementation of El Sistema in Malmö, the most multicultural town in Sweden, this chapter analyses El Sistema through the concept of habitus crises, an important ingredient in the development of intercultural pedagogic competencies. Through the understanding of El Sistema as a glocal phenomenon, the potential of the El Sistema intervention is discussed. The discussion is framed by a mapping of the tension fields that El Sistema teachers are navigating. The experiences of the El Sistema teachers in Malmö point towards a music teacher training that actively prepares for teaching in segregated, multi-cultural and socioeconomic vulnerable areas. The chapter concludes with suggestions for future music teacher training in interacting ethnospaces: stimulating habitus crises and promoting transformative learning.

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Multiple repertoires of ways of being and acting in music: immigrant students' musical agency as an impetus for democracy

Cited by 24 publications

References 15 publications

The influence of music learning cultures on the construction of teaching-learning conceptions

The influence of music learning cultures on the construction of teaching-learning conceptions

Visions for Intercultural Music Teacher Education

Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden

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