The Politics of Diversity in Music Education.

The Politics of Diversity in Music Education.

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Superior document:Landscapes: the Arts, Aesthetics, and Education Series ; v.29
:
Kallio, Alexis Anja.
TeilnehmendeR:
Westerlund, Heidi.
Karlsen, Sidsel.
Marsh, Kathryn.
Sæther, Eva.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2021.
©2021.
Year of Publication:2021
Edition:1st ed.
Language:English
Series:Landscapes: the Arts, Aesthetics, and Education Series
Online Access:
Physical Description:1 online resource (213 pages)
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Table of Contents:
  • The Politics of Diversity in Music Education
  • Acknowledgments
  • Contents
  • About the Editors
  • Introduction: The Politics of Diversity in Music Education
  • 1 Introduction
  • 2 Introduction of Chapters
  • References
  • Part I: Exploring the Politics of Inquiry in Music Education Research
  • The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods
  • 1 Introduction
  • 2 Unstable Meanings
  • 3 The Absence of Shortcuts
  • 3.1 Radical Empiricism and Writing Culture
  • 4 Sensuous Scholarship and Partial Truths
  • 5 Cultural Responsiveness
  • 6 Concluding Discussion
  • References
  • Body Politics: Positioning the Pregnant Researcher Amongst Asylum Seekers
  • 1 Introduction
  • 2 (Em)Bodied Research
  • 3 Situating the Body
  • 4 Performing the Body
  • 5 The Pregnant Body
  • 6 Body Matters: Concluding Thoughts
  • References
  • The Politics of Reflexivity in Music Teachers ́Intercultural Dialogue
  • 1 Introduction
  • 2 Reflexivity and Intercultural Engagement in Late Modernity
  • 3 The Context
  • 4 Research Approach
  • 4.1 Empirical Material and Research Objectives
  • 4.2 Approach to Analysis
  • 5 Findings
  • 5.1 The Journey from Reflection to Reflexivity
  • 5.2 Reflexivity beyond the Existing Practices and Sociocultural Hierarchies: Emerging Meta-Reflexivity Supporting Professional...
  • 5.3 Meta-Reflexivity on Epistemic Imperialism and Exploitation
  • 6 Conclusion
  • References
  • Doing Dirty Work: Listening for Ignorance Among the Ruins of Reflexivity in Music Education Research
  • 1 Introduction
  • 2 The Reflexive Turn: A Promise of Rigor and Ethics
  • 3 Reflexivity as a Hegemonic Virtue of Music Education Research
  • 4 Reflexivity in Ruins
  • 4.1 The Fine Line Between Introspection and Indulgence
  • 4.2 Reflexivity as Apologia
  • 5 Reflexivity on the Tree Line
  • References.
  • Part II: Navigating Shifting Political Landscapes of Society and State
  • Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music
  • 1 Introduction
  • 2 Traditions and Curricula in Transition
  • 3 Identify, Dont́ Define
  • 4 Respectful Inclusion
  • 5 A Pedagogy of Partnership
  • 6 Conclusion
  • References
  • To ``Move, Surprise, and Thrill:́́ Thirty Years of Promoting Cultural Diversity in Norwegian School Concerts
  • 1 Introduction
  • 2 The School Concert
  • 3 Historical Overview
  • 4 National and International Policies
  • 5 Cultural Diversity and Anti-racism
  • 6 Democracy
  • 7 Tradition and Hybridity
  • 8 Art or Education?
  • 9 Conclusion
  • References
  • The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism
  • 1 Chinaś Dream
  • 2 The Policy Demands of Music Education in a Changing Sociocultural Climate
  • 3 The Study of Teachers ́Views on Creativity in Music Education: School Music Lessons in Beijing
  • 3.1 Research Method
  • 3.2 Major Findings of the Study
  • 3.2.1 Teachers ́Perceptions of the Aims and Changes in School Music Education
  • 3.2.2 The Use of Textbooks in Creativity Teaching
  • 3.2.3 Recognising Creativity and Learning Diverse Music Styles
  • 3.2.4 Fostering Musical Creativity and Its Limits in School Education
  • 4 Discussion
  • 5 Conclusion
  • References
  • ``Where the Social Stigma Has Been Overcome:́́ The Politics of Professional Legitimation in Nepali Music Education
  • 1 Introduction
  • 2 Music and Stigma in Nepal
  • 3 Mode of Inquiry
  • 4 Legitimating Actions
  • 4.1 Challenging Stigmatised Identities
  • 4.2 Engaging Foreignness
  • 4.3 Advocating Academisation
  • 4.4 Countering Groupism
  • 4.5 Promoting Professionalisation
  • 5 Towards Professional Responsibility
  • 6 Concluding Thoughts
  • References.
  • Part III: Extending the Scope of Diversity in Music Education
  • The Paradox of Democracy in Popular Music Education: Intersectionalizing ``Youth ́́Through Curriculum Analysis
  • 1 Introduction
  • 2 The National Core Curriculum and Popular Music in Finnish Schools
  • 3 Theoretical and Analytical Lenses: Intersectionalizing Youth
  • 3.1 The Method of Analysis
  • 4 Intersectionality and Cultural Diversity as Addressed in the Finnish Core Curricula
  • 4.1 Representing ``The Student:́́ Identity Categories and Their Intersections
  • 4.2 Representations of (Finnish) Culture and Cultural Diversity
  • 4.3 Intersectionalizing ``The Youth ́́in PME
  • 5 Discussion: Toward a More Complex Politics of Diversity in (Popular) Music Education
  • References
  • Where Does Diversity Go Straight? Biopolitics, Queer of Color Critique, and Music Education
  • 1 Introduction
  • 2 On the Discursive Limits of ``Diversity ́́-- 3 Neoliberalism, Biopower, Biopolitics
  • 4 Historicizing/Racializing Gender/Sexuality Diversity in Music Education
  • 5 Diversity Discourses in Music Education
  • 6 Potentialities of Queer of Color Critique in Music Education
  • References
  • Cultural Diversity, Ecodiversity, and Music Education
  • 1 Introduction
  • 2 Ecodiversity
  • 3 Indigenous North American Philosophies
  • 4 Music Education for Ecological Sustainability
  • 5 Conclusion
  • References
  • Part IV: Reconsidering the Politics of Music Education Leadership
  • From a Different Place to a Third Space: Rethinking International Student Pedagogy in the Western Conservatoire
  • 1 Introduction
  • 2 The Economic Imperative of Internationalism in Higher Education
  • 3 Conservatoires: Evading Four Decades of Debate on Cultural Diversity
  • 4 Internationalization in Higher Education: Policy and Pedagogy
  • 5 Constructing Diversity in the Conservatoire.
  • 6 From (Containing) Cultural Diversity to (Playing with) Cultural Difference
  • References
  • Internationalization, Hegemony, and Diversity: In Search of a New Vision for the Global Music Education Community
  • 1 Introduction
  • 2 What Is Internationalization?
  • 3 The Framework
  • 4 The Global Music Education Community Today
  • 5 Conclusion
  • References
  • The Politics of Intercultural Collaboration in Higher Music Education: Challenges Seen from a Leadership Point of View
  • 1 Introduction
  • 2 Contexts and Sampling of Participants
  • 3 Procedures, Analysis, and Theoretical Points of Departure
  • 4 Challenges of Intercultural Collaboration
  • 4.1 Common Challenges: Linguistic and Cultural Differences and Divergence of Expectations
  • 4.2 The Perils of University (or School) Life: Lack of Time, Resources, and Opportunities
  • 4.3 Challenging the Local Culture and Creating Controversies: Troubling Habits and Traditions
  • 4.4 Institutionalized Distrust: Envy, Selfishness, Censorship, and Surveillance
  • 5 Concluding Remarks
  • References.

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