Music Education for the Common Good?

Rinholm, Hanne; Varkøy, Øivind

doi:10.2307/j.ctvxcrxmm.6

Cited by 17 publications

(7 citation statements)

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“…Thus, we favor a genuine pluralist position, an open and tolerant approach that does not accept the expulsion of Western classical music from the music educational 'garden of Eden.' 33 The slowness and resistance that can be found in engaging with Western classical music are qualities that are counter-cultural to modern society characterized by consumerism. 34 This content downloaded from 158.…”

Section: Why Western Classical Music?mentioning

confidence: 99%

Focusing on Slowness and Resistance: A Contribution to Sustainable Development in Music Education

Varkøy¹,

Rinholm²

2020

Philosophy of Music Education Review

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Section: Why Western Classical Music?mentioning

confidence: 99%

Focusing on Slowness and Resistance: A Contribution to Sustainable Development in Music Education

Varkøy¹,

Rinholm²

2020

Philosophy of Music Education Review

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“…The ability to ask questions, explore, The values highlighted in these educational regulations point to the fact that the teacher's mandate is not limited to conveying subject knowledge and skills but also includes helping the students become critical and inquisitive societal participants and citizens. Such education for democratic citizenship can be connected to the notion of "becoming human," which is a central idea in the Bildung dimension of education (Fossland, 2004;Humboldt, 2000;Rinholm & Varkøy, 2020). Democratic citizenship education can also be understood in the context of what Gert Biesta (2014) referred to as "the subjectification dimension" of education.…”

Section: Introductionmentioning

confidence: 99%

Dialogues in education: Exploring cases from music and mathematics education

Rinholm

Solem

Ulleberg

2023

Dialogic Pedagogy Journal

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The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of “becoming human,” which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher’s mandate is not limited to conveying knowledge and skills but also includes fostering the students’ critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices? How can participation be promoted through dialogic classroom practice? How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other? Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices.

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“…In the U.S., school systems do not, as a regular matter, assess the civic-building capacities of schools (Darling-hammond and Mcguire, this volume). Although there are many reasons for this neglect, it sits uncomfortably with our longstanding national aim of nurturing the next generation of engaged citizens through schooling (Berner 2017). to help fill this gap of knowledge, the Johns hopkins Institute for Education Policy included several civic-capacity and school-climate indicators in its School Culture 360™ survey, which was launched in the spring of 2020. the survey has been administered in district, charter, and private schools across the country, and most participating schools are in systems that vary in size from 2 to more than 100.…”

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confidence: 99%

Assessing the Civic-Building Capacities of Schools: Early Findings from a Survey of Parents and Students

berner,

Spring,

Ochoa

2023

The ANNALS of the American Academy of Political and Social Scie

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Schools in the U.S. have long been charged with the work of preparing young people for engaged citizenship. Do they, in fact, accomplish this work? Using survey data from 164 schools, we find mixed performance of schools in terms of their civic-building capacity, with striking disconnects between rhetoric and reality. We show that although students rate citizenship as a strong school priority, they are infrequently exposed to activities that support community engagement. Similarly, parents expect classrooms to have open climates in which students are free to discuss and disagree about controversial topics, but students report that such environments are a rarity. Additional findings indicate that lower-socioeconomic-status, female, nonbinary, and public/charter school students are significantly less likely to perceive their classrooms as open, and Black students perceive more open climates than their White counterparts.

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Music Education for the Common Good?

Cited by 17 publications

References 0 publications

Focusing on Slowness and Resistance: A Contribution to Sustainable Development in Music Education

Focusing on Slowness and Resistance: A Contribution to Sustainable Development in Music Education

Dialogues in education: Exploring cases from music and mathematics education

Assessing the Civic-Building Capacities of Schools: Early Findings from a Survey of Parents and Students

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