Configurations of hope at the Afghanistan National Institute of Music

2021 ◽  
Vol 25 (3) ◽  
pp. 358-373
Author(s):  
Gillian Howell
Keyword(s):  
Music Education ◽  
Social Transformation ◽  
Social Impact ◽  
Learning Experience ◽  
International Aid ◽  
Organisational Culture ◽  
Music School ◽  
Cultural Rights ◽  
The World ◽  
Critical Anthropology

In settings of conflict and hardship, education can be a portal through which future lives are imagined. Experiences of schooling are thus tied closely to the generation of hope and the transformation of young lives. The goal of the Afghanistan National Institute of Music (ANIM), a vocational music school in Kabul, is to transform lives through music and education, by restoring music practices, cultural rights, and the country’s relationships with the rest of the world. Hope is central to this multi-faceted project and is cultivated within the school, strategically, as a source of protection and a driver of desired change. Conceptual in scope, this article explores how hope was situated and configured within the learning experience at ANIM and entwined with the school’s transformation goals during the years 2015–2017. Using concepts of hope from critical anthropology and sociology and thematic analysis of interviews with ANIM students and teachers, it presents four configurations of hope at ANIM. It examines how these configurations were produced, nurtured, and distributed through activities, organisational culture, and environmental factors, in varying degrees of intensity and dynamism. In so doing, this article shows hope to be a complex and ambivalent resource for social impact in contexts in which music education, social transformation goals, and international aid converge. Hope produces agencies that can drive transformation, but it is always shaped and conditioned by the complex challenges and power asymmetries of the wider context.

scholarly journals O uso de recursos tecnológicos e linguagem musical na aproximação de pais e filhos: uma experiência no 1º ciclo de educação musical

2019 ◽  
Vol 12 (3) ◽  
pp. 37-48
Author(s):  
Sergio Candico De Oscar ◽  
Celso Augusto Dos Santos Gomes
Keyword(s):  
Music Education ◽  
Marked Reduction ◽  
Minas Gerais ◽  
Music School ◽  
Learning Platform ◽  
The World ◽  
Musical Knowledge ◽  
E Learning ◽  
Motivation And Learning

RESUMO: O presente artigo descreve um estudo de caso que foi desenvolvido em uma escola pública de música do Estado de Minas Gerais. A pesquisa teve como objetivo avaliar o uso do ambiente virtual de Aprendizagem Moodle na aproximação dos pais no desenvolvimento musical de estudantes do 1º ciclo do curso de educação musical, voltado para o atendimento de crianças de 6 a 8 anos. Nesse ciclo, as crianças são introduzidas ao mundo dos estudos musicais e necessitam de todo o suporte para que se sintam confortáveis. Muitas vezes a falta de conhecimentos musicais dos pais impossibilita o apoio aos filhos, que acabam ficando desmotivados e, muitas vezes, chegam até a trancar seus cursos. Neste artigo são apresentados os resultados da pesquisa que inclui a condução de entrevistas, realização de atividades no ambiente educativo virtual e a análise de relatórios de acesso dos participantes, fornecidos pela própria plataforma EaD. Como resultado, verificou-se que essa ferramenta pode contribuir significativamente na aproximação dos pais no acompanhamento dos aprendentes em suas atividades musicais e por consequência na motivação e na aprendizagem dos estudantes. Além disso, constatamos crescimento nos indicadores de proficiência musical dos alunos por meio da avaliação de habilidades e competências específicas, bem como uma sensível redução na evasão. PALAVRAS-CHAVE: ambientes virtuais de aprendizagem; musicalização infantil; recursos tecnológicos didáticos; família e escola.   ABSTRACT: This paper describes a case study that was developed in a public music school in the state of Minas Gerais. The research aimed at assessing the use of the Moodle platform to approach parents in the musical development of students from the 1st cycle of the music education course, aimed at attending children from 6 to 8 years old. In this cycle, children are introduced to the world of music studies and need all the support to make them feel comfortable. Often, the parents' lack of musical knowledge makes it impossible to support their children, who become unmotivated and often even lock up their courses. This article presents the results of the research that includes conducting interviews, conducting activities in the virtual educational environment and analyzing access reports of participants, provided by the e-learning platform itself. As a result, it was found that this tool can contribute significantly in bringing parents closer to the learners' accompaniment in their musical activities and consequently in students’ motivation and learning. In addition, we found growth in students' musical proficiency indicators through the assessment of specific skills and competences, as well as a marked reduction in dropout. KEYWORDS: virtual learning environments; children's musicalization; didactic technological resources; family and school.

scholarly journals Social Entrepreneurship in Sub-Saharan Africa

2017 ◽  
pp. 219-235
Author(s):  
Tidings P. Ndhlovu ◽  
Catherine Ndinda
Keyword(s):  
Social Entrepreneurship ◽  
Social Transformation ◽  
Social Impact ◽  
Institutional Context ◽  
Sub Saharan Africa ◽  
Evidence Based ◽  
Liberal Conception ◽  
The World ◽  
Sub Saharan

There has been a growing interest in “social entrepreneurship”, but very few analyses have attempted to go beyond definitional disagreements in capturing the role of the diaspora within a theoretical and evidence-based framework. It is in this context that this chapter systematises competing perspectives on social entrepreneurship, that is, the neo-liberal conception, the institutional/social organisation framework and the agenda of social transformation. On the basis, we proceed to analyse how far so-called “social impact investments” in Sub-Saharan Africa by the diaspora has contributed to poverty alleviation and a fundamental social transformation. Our study will not only clarify competing viewpoints, but also place the diaspora at the centre of this process. While great strides have been made in the institutional context by the African diaspora such as Mutombo and Akon in making the world a better place, there are limitations to what they can do. Indeed, our alternative social transformation conception of social entrepreneurship teases out these limitations, politically and socially.

Social Entrepreneurship in Sub-Saharan Africa

2017 ◽  
pp. 1118-1134
Author(s):  
Tidings P. Ndhlovu ◽  
Catherine Ndinda
Keyword(s):  
Social Entrepreneurship ◽  
Social Transformation ◽  
Social Impact ◽  
Institutional Context ◽  
Sub Saharan Africa ◽  
Evidence Based ◽  
Liberal Conception ◽  
The World ◽  
Sub Saharan

There has been a growing interest in “social entrepreneurship”, but very few analyses have attempted to go beyond definitional disagreements in capturing the role of the diaspora within a theoretical and evidence-based framework. It is in this context that this chapter systematises competing perspectives on social entrepreneurship, that is, the neo-liberal conception, the institutional/social organisation framework and the agenda of social transformation. On the basis, we proceed to analyse how far so-called “social impact investments” in Sub-Saharan Africa by the diaspora has contributed to poverty alleviation and a fundamental social transformation. Our study will not only clarify competing viewpoints, but also place the diaspora at the centre of this process. While great strides have been made in the institutional context by the African diaspora such as Mutombo and Akon in making the world a better place, there are limitations to what they can do. Indeed, our alternative social transformation conception of social entrepreneurship teases out these limitations, politically and socially.

Getting Real?

2018 ◽  
Author(s):  
Michael Goodhart
Keyword(s):  
Political Theory ◽  
Social Relations ◽  
Social Transformation ◽  
Critical Analysis ◽  
Theoretical Framework ◽  
Political Analysis ◽  
Political Theories ◽  
The World ◽  
Political Norms

Chapter 3 engages with realist political theory throughcritical dialogues with leading realist theorists. It argues that realist political theories are much more susceptible to conservatism, distortion, and idealization than their proponents typically acknowledge. Realism is often not very realistic either in its descriptions of the world or in its political analysis. While realism enables the critical analysis of political norms (the analysis of power and unmasking of ideology), it cannot support substantive normative critique of existing social relations or enable prescriptive theorizing. These two types of critique must be integrated into a single theoretical framework to facilitate emancipatory social transformation.

Christian Radicalism and the Enactment of Secular Theology

2018 ◽  
Author(s):  
Sam Brewitt-Taylor
Keyword(s):  
Social Transformation ◽  
Religious Organization ◽  
Secular Theology ◽  
The World ◽  
The 1950S ◽  
The 1960S ◽  
Student Christian Movement ◽  
Christian Leaders ◽  
The Church

This chapter outlines three examples of how secular theology was put into practice in the 1960s: Nick Stacey’s innovations in the parish of Woolwich; the radicalization of the ‘Parish and People’ organization; and the radicalization of Britain’s Student Christian Movement, which during the 1950s was the largest student religious organization in the country. The chapter argues that secular theology contained an inherent dynamic of ever-increasing radicalization, which irresistibly propelled its adherents from the ecclesiastical radicalism of the early 1960s to the more secular Christian radicalism of the late 1960s. Secular theology promised that the reunification of the church and the world would produce nothing less than the transformative healing of society. As the 1960s went on, this vision pushed radical Christian leaders to sacrifice more and more of their ecclesiastical culture as they pursued their goal of social transformation.

Inclusive Capitalism and the Return of Social Purpose

2018 ◽  
Author(s):  
Mahesh K. Joshi ◽  
J.R. Klein
Keyword(s):  
Social Impact ◽  
Economic Systems ◽  
Global Business ◽  
Social Purpose ◽  
Rigorous Research ◽  
The World ◽  
The Right ◽  
Higher Purpose

Inclusive capitalism is a hot topic and for the right reasons. It has been the focus of discussions both in academic and development circles around the world. “The role that business plays in society, and the expectations about the role it should play, has shifted dramatically in recent years. Called to a higher purpose, or sensing that externalities can only be ignored at their peril, many businesses are increasingly open to the notion that they have a responsibility for creating more inclusive economic systems” (Tufano et al. 2016). This statement is an indicator of rigorous research being carried out on the capital and social impact of global business. This chapter highlights the work of the best thinkers and primary players in the world of global business and economics.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Reports From the Field: Confessions of a Facebook Punk, or How Not to Do Social Media

2020 ◽  
pp. 235-244
Author(s):  
Gareth Dylan Smith
Keyword(s):  
Social Media ◽  
Music Education ◽  
Popular Music ◽  
Purpose In Life ◽  
Sociology Of Music ◽  
Working Through ◽  
The World

The author is rarely certain of his purpose in life—a condition that is heightened by a busy yet reluctant level of engagement with social media. The author utilizes Facebook and Twitter to promote activity around popular music education and sociology of music education. There is considerable overlap in the author’s life between professional and personal domains, which seems amplified by social media. Facebook and Twitter provide less formal, more direct means to engage with the world than traditional modes of peer-reviewed communication among academic colleagues. Social media provide a platform for working through ideas and for addressing problems with urgency and immediacy. As such, and despite some messiness and increased levels of vulnerability and risk, the author encourages peers to engage with social media’s immediate and powerful, punk pedagogical potential.

Flowing Down Bengawan Solo: An Interdisciplinary Lesson Model on Music and Rivers

2021 ◽  
pp. 104837132110262
Author(s):  
Jui-Ching Wang
Keyword(s):  
Teaching Strategies ◽  
Natural Environment ◽  
Cultural Context ◽  
Learning Experience ◽  
Interdisciplinary Approach ◽  
Global Learning ◽  
The World ◽  
Historical Periods

Music cannot be separated from its historical, geographical, and cultural context; therefore, it is important that students be taught music from a variety of genres, cultures, and historical periods relevant to the music to which they are introduced. In this article, I introduce an interdisciplinary approach through contextualization of the content of music, using it to lead to the study of related works in various disciplines. Using a song inspired by Indonesia’s Solo River, a lesson sample demonstrates teaching strategies that motivate students to engage in integrative thinking. By exploring music’s connection with relevant subjects to teach about the natural environment, this contextualized lesson presents a global learning experience to broaden students’ knowledge of the world. Contextualizing the content of Bengawan Solo illustrates how history and culture shaped the song and demonstrates how this work can be used as a springboard for students’ exploration of its history, geography, and ecology.

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