Making Music, Making Selves, Making It Right: A Counterpoint to Rhoda Bernard

Autor/in	Roberts, Brian A.
Titel	Making Music, Making Selves, Making It Right: A Counterpoint to Rhoda Bernard
Quelle	In: Action, Criticism, and Theory for Music Education, 6 (2007) 2, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Stellungnahme; Research Design; Music Education; Musicians; Music Teachers; Reader Response; Misconceptions; Rhetorical Criticism; Personality Studies; Personality Theories; Teacher Education + Suchen Sie Ihr Suchwort? Forschungsdesign; Musikerziehung; Musiker; Music; Teacher; Teachers; Musiklehrer; Leserbrief; Missverständnis; Personality theory; Persönlichkeitstheorie; Lehrerausbildung; Lehrerbildung
Abstract	In this article, the author argues that the Rhoda Bernard (2005) paper "Making Music, Making Selves" is seriously flawed in research design, literature review and, more importantly, in its conclusions. Bernard's hammering of the idea of self as having multiple identities is well taken, but today it is more than accepted as a given. The problem is not having multiple or even conflicting identities but where these identities are attempted to be played out. This is one place where Bernard gets into deep trouble. While Bernard claims to be studying the "professional identities of school music teachers" she later builds her argument on her subject Lorraine's giving "concerts in her spare time." The author also takes issue with Bernard's conception of identity. Bernard first claims that identity is "processual, as positions and contexts." She goes on to add that these constantly shift and are constructed on multiple levels. Despite the claim of process, identity in Bernard's model is largely static. She offers gender, age, class, race, ethnicity and status as well as several role labels such as musician, teacher and researcher to build her case for identity. While these may play a part in the construction of an Actor's identity, they do not in any way solve the mystery. They are, necessary but insufficient! They are necessary because they are largely unavoidable. The author finds that the Bernard study leaves the true nature of music teacher identity largely unexplored. (ERIC).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10