Encounters in Musical Ethnography as Opportunities for Transformative Learning

Eleni Kallimopoulou
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Abstract

In this article, I offer an autobiographical account of teaching musical ethnography in an ethnomusicology classroom. My reflections derive from a variety of modules that are offered as part of undergraduate music programmes and that combine an ethnomusicology fieldwork component with a theoretical introduction to the cultural study of music and, in many cases, with hands-on musical performance. I see the classroom as an ethnographic field and explore its pedagogical potential for affective encounters, for engendering new cultural understandings and an ‘openness to different ways of being, knowing and doing’ (Spencer and Mills 2011). Responding to Wong’s call for education as cultural work (Wong 1998), I am especially interested in a critical pedagogy of ethnography that affords opportunities for transformative learning (Mezirow 1997, McIlwairth 2016) for students and teachers alike.
音乐人种学中的偶遇是变革学习的机会
在这篇文章中,我提供了一个在民族音乐学课堂上教授音乐民族志的自传。我的思考来自于作为本科音乐课程的一部分提供的各种模块,这些模块将民族音乐学的实地考察部分与音乐文化研究的理论介绍相结合,在许多情况下,还结合了实际的音乐表演。我将课堂视为一个民族志领域,并探索其情感接触的教学潜力,以产生新的文化理解和“对不同存在,认识和行为方式的开放”(Spencer和Mills 2011)。响应Wong关于教育作为文化工作的呼吁(Wong 1998),我对为学生和教师提供变革性学习机会的民族志批判性教学法特别感兴趣(Mezirow 1997, McIlwairth 2016)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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