scholarly journals ”Konstnären”, ”fostraren”, ”tjänstemannen” och ”rebellen”: Musiklärares dramaturgiska framträdanden kring musikundervisning, social rättvisa och demokrati

2020 ◽  
Vol 1 (1) ◽  
pp. 29-57
Author(s):  
Anna-Karin Kuuse
Keyword(s):  
Social Justice ◽  
Music Teachers ◽  
Teaching Practice ◽  
Social Issues ◽  
Educational Practices ◽  
School Of Music ◽  
Institutional Structures ◽  
Professional Control ◽  
Group Interviews ◽  
Teaching Music

This article intends to explore how some Swedish music teachers present their teaching in relation to democracy and social justice. Present-day social issues such as socio-economic vulnerability and ever more segregated schools have accentuated the need for critical reflection on social and democratic aspects in all teaching. This also has consequences for music educational practices. During two focus group interviews with Swedish music teachers from both the community school of music and arts and elementary school, the organisation of the teaching practice, as well as the teachers’ respective opportunities and challenges in relation to their specific contextual social and democratic issues are discussed. With the aid of dramaturgical theory and interview analysis it is shown how the teachers’ joint discussions make space for four social roles in relation to those themes: the artist, the fosterer, the civil servant and the rebel. In spite of some similarities in the staging opportunities of the two different music educational contexts, some differences appear in terms of the dramaturgical significance of the respective roles, as well as the force of the connections between them. In both contexts, still a common ambivalence is displayed in the perception of democracy and social justice in relation to the very practical task of teaching music. Following the article’s results in relation to social justice, the music teachers’ opportunities for internal professional control and joint negotiation of their teaching task are discussed. The article thus advocates further reflection on the institutional structures and basic philosophical assumptions that appear to govern perceptions of music teaching, democracy and social justice in music educational practices at large.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring

2021 ◽  
pp. 193672442110213
Author(s):  
Laura C. Atkins ◽  
Shelley B. Grant
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Issues ◽  
Media Representations ◽  
At Risk Youth ◽  
Reflection Data ◽  
Student Mentors ◽  
Diverse Backgrounds ◽  
Personal Histories ◽  
Media And Crime

This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

International Economic Law Tribunals and Global Social Justice

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Frank J. Garcia
Keyword(s):  
International Economic ◽  
Social Justice ◽  
Social Issues ◽  
Structural Features ◽  
The Core ◽  
Economic Law ◽  
International Economic Law ◽  
The Law ◽  
Principles Of Justice ◽  
International Adjudication

Abstract International courts play a key role in the attainment of global social justice objectives. The core contributions of international adjudication to global social justice are, not surprisingly, in line with the core functions of adjudication: the enforcement of substantive rights in a setting of fair procedures. Fully realizing the potential for justice inherent in this role is limited, however, by certain institutional and structural features unique to international adjudication. This article analyzes these opportunities, challenges, and background conditions in the context of international economic law (IEL) adjudication, where the results are mixed. For example, one can see in the case of the World Trade Organization (WTO) evidence of institutional and doctrinal evolution, albeit uneven, toward more substantively progressive outcomes. In the case of the foreign investment regime, however, one can see evidence of this regime retarding global social justice rather than advancing it. This makes it all the more important that all judges and arbitrators in IEL adjudications consider carefully the interpretive, remedial, and progressive roles that principles of justice can play in adjudication, particularly in the face of any deficiencies in procedural or substantive justice in the law or forum within which they operate. The work of IEL adjudication offers a number of possible sites for interpretive practices according to principles of justice, such as the resolution of disputes involves difficult interpretive questions centered around fairness and unfairness; equality and inequality of treatment; the scope of exceptions; and the meaning of evolutionary terms. Capitalizing on these opportunities and moving IEL adjudication toward global social justice requires what effective judging always requires: a vision of the goals of the institutions and regimes in question; an understanding of the social issues the regime either was created to address or touches incidentally through its actions and externalities; careful attention to the relationships among the relevant actors and their expectations; and a sophisticated understanding of the legal context and legislative history of the law in question.

International perspectives on English teaching

2015 ◽  
Vol 14 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Terry Locke
Keyword(s):  
Social Justice ◽  
South Korea ◽  
Educational Research ◽  
Design Methodology ◽  
Teaching Practice ◽  
Content Type ◽  
English Teaching ◽  
International Perspectives ◽  
The Usa ◽  
The University

Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

A Psychologist's Second Thoughts on Concepts, Curiosity, and Discovery in Teaching and Learning

1965 ◽  
Vol 35 (1) ◽  
pp. 18-38 ◽  
Author(s):  
Bernard Friedlander
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Practices ◽  
Motivation And Learning

Revolutionary changes are rapidly altering traditional educational practices. Stressing the danger of accepting what may be oversimplified conceptions of students' motivation and learning, Dr. Friedlander examines three topics that are pivotal to contemporary movements for revision of curricula and teaching practice.

Contentious Storytelling Online: Articulating Activism through Negotiation of Metanarratives

2020 ◽  
Vol 63 (4) ◽  
pp. 589-607
Author(s):  
Victoria Gonzalez
Keyword(s):  
Social Justice ◽  
American Dream ◽  
Social Issues ◽  
Narrative Structure ◽  
Occupy Wall Street ◽  
Narrative Development ◽  
Wall Street ◽  
Dominant Strategies

Narratives are one of the primary ways that activists communicate online and as this study shows, they also prove to be a major source of contention. Analysis of two digital social justice campaigns—the #Wearethe99% narratives (associated with the Occupy Wall Street Movement) and the #BelieveinSwanQueen narratives (associated with the Swan Queen Movement)—suggests that strategies of contentious narrative development online largely involve the negotiation of metanarratives. The online narratives appear to rely upon metanarratives as a foundation for expressing broad societal grievances and personal opinions and struggles. The two dominant strategies for expressing grievances throughout the discourses are the (1) reclaiming and (2) rejecting of “The American Dream” (#Wearethe99%) and “Once Upon a Time” (#BelieveinSwanQueen) metanarratives. The negotiation of these metanarratives has led to the development of an alternative “anti-story,” which serves as narrative structure to navigate both personal and social issues.

Transforming Music Teaching via Technology: The Role of Professional Development

2003 ◽  
Vol 51 (4) ◽  
pp. 289-301 ◽  
Author(s):  
William I. Bauer ◽  
Sam Reese ◽  
Peter A. McAllister
Keyword(s):  
Professional Development ◽  
Music Teachers ◽  
Effective Means ◽  
Music Technology ◽  
Music Teaching ◽  
Demographic Information ◽  
Teaching Music ◽  
K 12

The purpose of this study was to determine if 1-week technology workshops can be an effective means for the professional development of music teachers in using technology for instruction. The results indicate that three indicators of effectiveness—teacher knowledge, teacher comfort, and frequency of teacher use—can he significantly improved in these settings. Participants ( N = 63) were music teachers enrolled in summer music technology workshops. At the beginning of the workshops, participants completed a questionnaire designed to provide demographic information and assess their knowledge of music technology, degree of comfort with music technology, and the frequency with which they used music technology in their teaching. Following an intensive weeklong workshop dealing with strategies for teaching music to K—12 students using music technology, participants completed a second questionnaire that was parallel to the first. Participants completed another similar questionnaire 9 to 10 months after the workshop. Significant differences were found between the pre-and. postworkshop questionnaires, between the preworkshop and follow-up questionnaires, and, between the postworkshop and follow-up questionnaires in all three areas. There was also a moderate correlation ( r = .43, p = .00) between participants' frequency of technological use and the degree to which they reported their access to technological resources.

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