(二)能力与音乐教育:残疾人运动员帕特里克·安德森与音乐中的残疾经验

Adam Bell
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引用次数: 10

摘要

在音乐中体验残疾意味着什么?基于对帕特里克·安德森(Patrick anderson)的采访——可以说是有史以来最伟大的轮椅篮球运动员——这篇文章提出了对运动和音乐中残疾经历的复杂性的见解。与音乐教育倾向于坚持残疾的医学模式相比,安德森对不同背景下残疾的细致入微的看法是残疾研究领域文学的一个可访问的切入点。利用安德森在体育和音乐中残疾的轶事经验作为催化剂,讨论了残疾研究中的关键概念,包括残疾的医学和社会模型,残疾术语的惯例,残疾身份,以及Lubet(2010)残疾背景模型-社会融合-与音乐教育领域的相关性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
(dis)Ability and Music Education: Paralympian Patrick Anderson and the Experience of Disability in Music
What does it mean to experience disability in music? Based on interviews with Patrick Anderson—arguably the greatest wheelchair basketball player of all time—this article presents insights into the complexities of the experience of disability in sports and music. Contrasted with music education’s tendency to adhere to a medicalized model of disability, Anderson’s nuanced views on disability in different contexts serves as an accessible point of entry to literature in the field of Disability Studies. Using Anderson’s anecdotal experiences of disability in sports and music as catalysts, key concepts in Disability Studies are discussed including the medical and social models of disability, conventions of disability terminology, disability identity, and the relevance of Lubet’s (2010) contextual model of disability—social confluence—to the field of music education.
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