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In this special issue on narrative in music education, I explore the complexities that occur when narrative researchers attempt to bring to light stories of trauma that contain what Britzman (1998) calls “difficult knowledge.”
The chapters invite music teachers and scholars to experience and confront music education stories from multiple perspectives and worldviews, inviting an international readership to engage in critical dialogue with and about marginalized voices in music.
23 sie 2020 · In this study, I sought to identify the characteristics of musical experiences that contribute to young musicians’ motivation for musical engagement. A comprehensive review of the literature produced 15 characteristics in three broader categories of contextual, process, and affective characteristics.
2 cze 2014 · What purposes can narrative inquiry serve in music education scholarship? When and how might narrative modes of research be used or useful? And why should narrative matter?
Narrative inquiry is evolving in music education and in the social sciences. In some respects, scholars engaged in narrative in music education have grown, collectively, beyond the “turns” described in the first chapter and have metamorphosed into a community of narrative inquirers.
21 lut 2012 · This study highlights the gap between policy rhetoric for music and the arts and the pedagogical reality in generalist classrooms. Using a narrative informed case study methodology, a story constellation derived from a beginning generalist teacher and a school principal is revealed.
Narrative inquiry is evolving in music education and in the social sciences. In some respects, scholars engaged in narrative in music education have grown, collectively, beyond the “turns” described in the first chapter and have metamorphosed into a community of narrative inquirers. Narrative has been used in music education
