The Politics of Diversity in Music Education.
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Superior document: | Landscapes: the Arts, Aesthetics, and Education Series ; v.29 |
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TeilnehmendeR: | |
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
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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.