A Critical Ethnography of Democratic Music Listening

Autor/in	Silverman, Marissa
Titel	A Critical Ethnography of Democratic Music Listening
Quelle	In: British Journal of Music Education, 30 (2013) 1, S.7-25 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051712000423
Schlagwörter	Ethnography; Music; Listening; Music Teachers; Music Education; Urban Schools; Democracy; Conflict; Ethics; Social Development + Suchen Sie Ihr Suchwort? Ethnografie; Musik; Hörvorgang; Zuhören; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Demokratie; Konflikt; Ethik; Soziale Entwicklung
Abstract	The purpose of this critical ethnography was to investigate how music educators can approach the development of students' music listening abilities democratically in order to deepen students' musical understandings and, by teaching through music, create pathways for student-teacher transactions that are inclusive, educative, ethical and transformative. Critical ethnographies utilise qualitative data collection methods (e.g. observations, journaling, interviews, audiotapes) for sociopolitical and ethical purposes. That is, critical ethnographies are "critical" in two senses: (a) they are framed and carried out with a social-ethical sense of responsibility to critique and, if necessary, change the status quo of specific contexts they investigate and (b) they are grounded in "a self-referential form of reflexivity that aims to criticise the ethnographer's own production of an account" (Schwandt, 2007, p. 51). One finding of this critical ethnography of my urban music classroom is that students are most apt to learn music listening effectively and enjoyably when afforded democratic and creative opportunities to express their beliefs about the natures and values of the musics they decide to select, experience and discuss critically. Another finding is that although democratic teaching and learning inevitably involves conflicts, participants can and do learn to manage and transform these conflicts constructively. One important implication of these findings is that music classrooms can be powerful contexts and means for students' social-ethical development. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10