“You Can Only Choose From the Things You Know”: Engaging With Students’ Dark and Politicized Funds of Knowledge in the Music Classroom

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-04-13 DOI:10.1177/00131245221087995

K. Bylica

引用次数: 1

Abstract

This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores how these projects served as catalysts for dialogue that challenged unidirectional understandings of knowledge, encouraged dispositional reflection, and amplified the need for dynamic pedagogical practices that seek to connect learning practice with in-the-world experiences.

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“你只能从你知道的事情中选择”:在音乐课堂中参与学生黑暗和政治化的知识基金

本文用跨界的镜头来思考中学音乐学生和他们的老师如何利用黑暗和政治化的知识基金。通过音乐创作项目的开发，学生和教育工作者在应对知识和经历中固有的复杂性时，分享、挑战和解决种族、移民和城市身份等问题。本文探讨了这些项目如何成为对话的催化剂，挑战对知识的单向理解，鼓励倾向性反思，并扩大了对动态教学实践的需求，寻求将学习实践与世界经验联系起来。

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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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.