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Action Criticism and Theory for Music Education最新文献

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"Ma'am! You're Being Randomly Checked": A Music Education Terrorized. “夫人!你正在被随机检查”:一种恐吓音乐教育。
Action Criticism and Theory for Music Education Pub Date : 2017-11-01 DOI: 10.22176/ACT16.3.48
Nasim Niknafs
{"title":"\"Ma'am! You're Being Randomly Checked\": A Music Education Terrorized.","authors":"Nasim Niknafs","doi":"10.22176/ACT16.3.48","DOIUrl":"https://doi.org/10.22176/ACT16.3.48","url":null,"abstract":"In this article, I examine a situation in the academic life of minority faculty members who suffer from systemic inequity in their academic lives, and more specifically, in their music education. The article engages with Bhabha’s concept of “enunciation” ([1994] 2004), where difference that has been systemically used against such bodies in the official discourse of higher education can become a source of rupture and change in the gaze. The discussion challenges tenure profiles that are compared to the standard form, weighted against the normative discourse, and the outcomes that represent the only factors considered in academic professional lives. The article draws attention to the need for greater equity and more nuanced consideration in the lives of othered faculty members regardless of age, race, gender, ethnicity, ability, religion. Further, I argue that music education rhetoric is not innocent from this discourse and can at times perpetuate such inequitable treatment.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"124 45","pages":"48-77"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72370462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Interrogating the Grammars of Institutions and Injustice. 质疑制度和不公正的语法。
Action Criticism and Theory for Music Education Pub Date : 2017-11-01 DOI: 10.22176/ACT16.3.1
Deborah Bradley
{"title":"Interrogating the Grammars of Institutions and Injustice.","authors":"Deborah Bradley","doi":"10.22176/ACT16.3.1","DOIUrl":"https://doi.org/10.22176/ACT16.3.1","url":null,"abstract":"This editorial introduction to ACT 16 (3) explores institutions as sites of paradox whose mission statements (or constitutions in the case of government) suggest concerns for diversity and inclusion but whose “grammars” (Bonilla-Silva 2011) frame thought and action in ways that may prevent the very work towards equity that the statements promote. The grammars of institutional injustice serve to frame the way we (as actors within institutional settings) view social phenomena, as well as the way we experience these phenomena, thus influencing the way we talk about, frame, and strive to resolve matters of injustice.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"61 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73787137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Social Innovations in Music Education: Creating Institutional Resilience for Increasing Social Justice. 音乐教育中的社会创新:为增加社会正义创造制度弹性。
Action Criticism and Theory for Music Education Pub Date : 2017-11-01 DOI: 10.22176/ACT16.3.129
L. Väkevä, Heidi Westerlund, L. Ilmola-Sheppard
{"title":"Social Innovations in Music Education: Creating Institutional Resilience for Increasing Social Justice.","authors":"L. Väkevä, Heidi Westerlund, L. Ilmola-Sheppard","doi":"10.22176/ACT16.3.129","DOIUrl":"https://doi.org/10.22176/ACT16.3.129","url":null,"abstract":"© Lauri Väkevä, Heidi Westerlund, and Leena Ilmola-Sheppard 2017. The content of this article is the sole responsibility of the author. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement. Social Innovations in Music Education: Creating Institutional Resilience for Increasing Social Justice","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"21 1","pages":"129-147"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80027916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness. 公平与音乐教育:委婉语、终极天真和白。
Action Criticism and Theory for Music Education Pub Date : 2017-11-01 DOI: 10.22176/ACT16.3.15
Juliet Hess
{"title":"Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness.","authors":"Juliet Hess","doi":"10.22176/ACT16.3.15","DOIUrl":"https://doi.org/10.22176/ACT16.3.15","url":null,"abstract":"In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical suggestions for initiating “race talk” in school music, in postsecondary music education, and in music education scholarship. These practical implications emerge from the experiences of four Toronto teachers who participated in a multiple case study on social justice and anti-racist work in music education (Hess 2013), the literature on race and silencing inside and outside music education, and my own experiences as a former public school music teacher and music teacher educator. With the surge of hate crimes and unmasked white supremacy in the United States following the election of Donald Trump,1 being explicit about race is urgent. In this paper, I put forward ways that music educators can center issues of race and racism in daily praxis.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"15 1","pages":"15-47"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74962493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 41
The Perils of Repressive Tolerance in Music Education Curriculum. 音乐教育课程中压制性宽容的危害。
Action Criticism and Theory for Music Education Pub Date : 2017-10-01 DOI: 10.22176/ACT16.2.6
William M. Perrine
{"title":"The Perils of Repressive Tolerance in Music Education Curriculum.","authors":"William M. Perrine","doi":"10.22176/ACT16.2.6","DOIUrl":"https://doi.org/10.22176/ACT16.2.6","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"42 1","pages":"6-38"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82056066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Editorial Introduction to ACT 16.2 ACT 16.2编辑简介
Action Criticism and Theory for Music Education Pub Date : 2017-10-01 DOI: 10.22176/ACT16.2.1
Vincent C. Bates
{"title":"Editorial Introduction to ACT 16.2","authors":"Vincent C. Bates","doi":"10.22176/ACT16.2.1","DOIUrl":"https://doi.org/10.22176/ACT16.2.1","url":null,"abstract":"This editorial introduction to ACT 16 (2) includes an argument for immanent critique within the MayDay Group or, in other words, it underscores the importance of remaining open to criticism within and/or directed toward the group. This is followed by overviews for each of the five research articles in this issue, a brief discussion of what to expect in ACT through the rest of 2017 through 2018, and expressions of gratitude to all who volunteer their time and expertise to maintaining this important open-access, double-blind peer reviewed journal.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"32 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79001704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity. 审视音乐教师身份的社会认知理论框架。
Action Criticism and Theory for Music Education Pub Date : 2017-10-01 DOI: 10.22176/ACT16.2.65
E. McClellan
{"title":"A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity.","authors":"E. McClellan","doi":"10.22176/ACT16.2.65","DOIUrl":"https://doi.org/10.22176/ACT16.2.65","url":null,"abstract":"The purpose of the study was to examine a diverse range of research literature to provide a social-cognitive theoretical framework as a foundation for definition of identity construction in the music teacher education program. The review of literature may reveal a theoretical framework based around tenets of commonly studied constructs in the social-cognitive theory, social identity theory, symbolic interactionism, and role theory to ground future research on music teacher constructs which may be examined through both quantitative and qualitative measures. The proposed theoretical framework within this study might further the ways through which the profession investigates music teacher identity construction, and enhances university teacher training and induction, enriching the lives of future music educators.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"16 1","pages":"65-101"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81038711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Pragmatism, Praxis, and Naturalism: The Importance for Music Education of Intentionality and Consummatory Experience in Musical Praxes. 实用主义、实践主义与自然主义:音乐实践中意向性与完善性体验对音乐教育的重要性。
Action Criticism and Theory for Music Education Pub Date : 2017-10-01 DOI: 10.22176/ACT16.1.102
Thomas A. Regelski
{"title":"Pragmatism, Praxis, and Naturalism: The Importance for Music Education of Intentionality and Consummatory Experience in Musical Praxes.","authors":"Thomas A. Regelski","doi":"10.22176/ACT16.1.102","DOIUrl":"https://doi.org/10.22176/ACT16.1.102","url":null,"abstract":"© Thomas A. Regelski 2017. The content of this article is the sole responsibility of the author. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement. Pragmatism, Praxis, and Naturalism: The Importance for Music Education of Intentionality and Consummatory Experience in Musical Praxes","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"237 1","pages":"102-143"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82756075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Empowering or Boring? Discipline and Authority in a Portuguese Sistema-Inspired Orchestra Rehearsal. 授权还是无聊?纪律和权威在葡萄牙系统启发乐团排练。
Action Criticism and Theory for Music Education Pub Date : 2017-10-01 DOI: 10.22176/ACT16.1.144
P. S. Boia, Graça Boal-Palheiros
{"title":"Empowering or Boring? Discipline and Authority in a Portuguese Sistema-Inspired Orchestra Rehearsal.","authors":"P. S. Boia, Graça Boal-Palheiros","doi":"10.22176/ACT16.1.144","DOIUrl":"https://doi.org/10.22176/ACT16.1.144","url":null,"abstract":"El Sistema orchestras may be “transformative” and produce positive changes in the lives of young participants, but there are also negative aspects to discipline and authority that may lead to exclusion. This article positions itself within the current debate on Sistema by treating symmetrically its potentially positive and negative sides. We analyse a rehearsal session during a summer camp of a Portuguese Sistema-inspired orchestra program, focusing on the production of order, the socio-musical interactions among participants, the conductor’s leadership and authority, and the young players’ postures and reactions. This is taken as a case study to discuss to what extent discipline and authority, as constituents of orchestral socialization, may be empowering to participants by developing their skills or, on the contrary, symbolically violent and boring. The rehearsal was video-recorded and watched, events were categorized, selected and analysed qualitatively. The article finishes with a critical reflection on the ambivalence and contradictions of discipline and its wider implications for education.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"26 1","pages":"144-172"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74829675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Misconceptions Underplay Western Ways of Musicking: A Hermeneutic Investigation. 误解低估了西方音乐方式:解释学研究。
Action Criticism and Theory for Music Education Pub Date : 2017-10-01 DOI: 10.22176/act16.2.39
E. Ruddock
{"title":"Misconceptions Underplay Western Ways of Musicking: A Hermeneutic Investigation.","authors":"E. Ruddock","doi":"10.22176/act16.2.39","DOIUrl":"https://doi.org/10.22176/act16.2.39","url":null,"abstract":"This paper draws on a hermeneutic project to reflect on culturally developed notions that distance individuals from their intrinsic musicality. Participant experience offers insight into misconceptions of human musicality in Western communities where unrecognised cultural directives label musical beings as either musical or non-musical. Embedded in language, cultural influences restrict free musicking such that everyday practices inhibit the development of musical skills and dictate life-long inhibition. I argue that to ignore this phenomenon is to perpetuate an unnecessary and harmful reduction of human being.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"7 1","pages":"39-64"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74338938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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