{"title":"批判教学法在本科音乐治疗课程中的应用:音乐治疗教育者的扎根理论研究","authors":"Rebecca West","doi":"10.1016/j.aip.2023.102068","DOIUrl":null,"url":null,"abstract":"<div><p>Critical pedagogy applies theoretical constructs from critical theory through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialog, and (c) action to overcome those systems. Music therapists primarily work with individuals who belong to communities that are historically oppressed or marginalized. However, scant research exists exploring the role of critical theory and critical pedagogy within music therapy curriculum. A need exists to identify how music therapy educators who align with critical pedagogy provide opportunities for their students to identify and name the impact systemic oppression has on those with whom we work; acknowledging our own lenses, biases, values, and lived experiences; and how they enact change. The purpose of this constructivist grounded theory study was to explore why music therapy educators who align with critical pedagogy in the United States believe critical pedagogy is important and how they apply it in their undergraduate curricula and classroom environment. Eight music therapy educators who incorporate critical pedagogy into their curriculum completed semi-structured interviews and spoke about their experiences. Data analysis resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy, and a model for critical music therapy curriculum. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.</p></div>","PeriodicalId":47590,"journal":{"name":"Arts in Psychotherapy","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators\",\"authors\":\"Rebecca West\",\"doi\":\"10.1016/j.aip.2023.102068\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Critical pedagogy applies theoretical constructs from critical theory through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialog, and (c) action to overcome those systems. Music therapists primarily work with individuals who belong to communities that are historically oppressed or marginalized. However, scant research exists exploring the role of critical theory and critical pedagogy within music therapy curriculum. A need exists to identify how music therapy educators who align with critical pedagogy provide opportunities for their students to identify and name the impact systemic oppression has on those with whom we work; acknowledging our own lenses, biases, values, and lived experiences; and how they enact change. The purpose of this constructivist grounded theory study was to explore why music therapy educators who align with critical pedagogy in the United States believe critical pedagogy is important and how they apply it in their undergraduate curricula and classroom environment. Eight music therapy educators who incorporate critical pedagogy into their curriculum completed semi-structured interviews and spoke about their experiences. Data analysis resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy, and a model for critical music therapy curriculum. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.</p></div>\",\"PeriodicalId\":47590,\"journal\":{\"name\":\"Arts in Psychotherapy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Arts in Psychotherapy\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0197455623000758\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Arts in Psychotherapy","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0197455623000758","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators
Critical pedagogy applies theoretical constructs from critical theory through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialog, and (c) action to overcome those systems. Music therapists primarily work with individuals who belong to communities that are historically oppressed or marginalized. However, scant research exists exploring the role of critical theory and critical pedagogy within music therapy curriculum. A need exists to identify how music therapy educators who align with critical pedagogy provide opportunities for their students to identify and name the impact systemic oppression has on those with whom we work; acknowledging our own lenses, biases, values, and lived experiences; and how they enact change. The purpose of this constructivist grounded theory study was to explore why music therapy educators who align with critical pedagogy in the United States believe critical pedagogy is important and how they apply it in their undergraduate curricula and classroom environment. Eight music therapy educators who incorporate critical pedagogy into their curriculum completed semi-structured interviews and spoke about their experiences. Data analysis resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy, and a model for critical music therapy curriculum. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.
期刊介绍:
The Arts in Psychotherapy is a dynamic, contemporary journal publishing evidence-based research, expert opinion, theoretical positions, and case material on a wide range of topics intersecting the fields of mental health and creative arts therapies. It is an international peer-reviewed journal publishing 5 issues annually. Papers are welcomed from researchers and practitioners in the fields of art, dance/movement, drama, music, and poetry psychotherapy, as well as expressive and creative arts therapy, neuroscience, psychiatry, education, allied health, and psychology that aim to engage high level theoretical concepts with the rigor of professional practice. The journal welcomes contributions that present new and emergent knowledge about the role of the arts in healthcare, and engage a critical discourse relevant to an international readership that can inform the development of new services and the refinement of existing policies and practices. There is no restriction on research methods and review papers are welcome. From time to time the journal publishes special issues on topics warranting a distinctive focus relevant to the stated goals and scope of the publication.