"I Want to Learn That": Musicking, Identity, and Resistance in a Palestinian Music Academy

Autor/inn/en	Frierson-Campbell, Carol; Park, Keumjae
Titel	"I Want to Learn That": Musicking, Identity, and Resistance in a Palestinian Music Academy
Quelle	In: Action, Criticism, and Theory for Music Education, 15 (2016) 2, S.73-100 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music; Music Education; Foreign Countries; Interviews; Musicians; Teaching Methods; Resistance (Psychology); Observation; Israel; Palestine + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Ausland; Interviewing; Interviewtechnik; Musiker; Teaching method; Lehrmethode; Unterrichtsmethode; Resistenz; Beobachtung; Palästina
Abstract	Our theoretical aim in this paper is to interrogate the potential for musicking--Christopher Small's (1989) conception of the musical act, which does not separate musical participation from the musical product--to open up, through a destabilizing performance of cultural hybridity, what Bhabha (2008) calls the third space of enunciation. Based on preliminary field research, we find that practices of music teaching and learning centered in and around the Palestine Music Academy (pseudonym) provide evidence that musicking can be a subversive practice of resistance that disrupts symbolic systems that serve to dominate and control marginalized people. The paper reflects on the connection between musicking, identity, and everyday resistance, and queries how such a conception might impact the practice of music education for those in other marginalized spaces. (As Provided).
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	2020/1/01