Music Educated and Uprooted: My Story of Rurality, Whiteness, Musicing, and Teaching

Autor/in	Shevock, Daniel J.
Titel	Music Educated and Uprooted: My Story of Rurality, Whiteness, Musicing, and Teaching
Quelle	In: Action, Criticism, and Theory for Music Education, 15 (2016) 4, S.30-55 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Education; Ethnography; Music Teachers; Teaching Methods; Rural Areas; Catholics; Whites; Maryland; New Jersey; Pennsylvania + Suchen Sie Ihr Suchwort? Musikerziehung; Ethnografie; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Ländlicher Raum; Katholik; White; Weißer
Abstract	This article provides a glimpse into one person's subjective experiences of rurality, Whiteness, musicing, and teaching. Experiences are shared narratively around the central metaphor: roots. This autoethnography was guided by the question: how has the intersection of rurality, Whiteness, and poverty affected my attitudes, actions, and roles relative to music teaching and learning? Music education, a modern certainty that is usually portrayed as a universal good, is challenged as uprooting. This institution is inextricably linked to scarcity, transforming people into homo educandus musicae--s/he who believes that music education is a prerequisite to meaningful musicing. Homo educandus musicae, with more music education, emerges further and further uprooted from soil. A rerooting music praxis--in which students' local places are understood as valuable resources for school music and not places to be left behind in the search for better, more cultured musics--is recommended. (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