Jazz Researchers: Riding the Dissonance of Pedagogy and Inquiry

Autor/in	Lozenski, Brian D.
Titel	Jazz Researchers: Riding the Dissonance of Pedagogy and Inquiry
Quelle	In: Critical Questions in Education, 7 (2016) 3, S.268-286 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Music; Ethnography; Participatory Research; Action Research; Figurative Language; Research Methodology; Researchers; Qualitative Research; Epistemology; Educational Practices; Psychological Patterns + Suchen Sie Ihr Suchwort? Musik; Ethnografie; Forschungstätigkeit; Projektforschung; Research method; Forschungsmethode; Researcher; Forscher; Qualitative Forschung; Erkenntnistheorie; Bildungspraxis
Abstract	Drawing from a two-year ethnographic study, this article establishes jazz as an epistemological metaphor for critical participatory action research. The author juxtaposes the tensions inherent in jazz music and critical participatory research methodologies to provide a framework for understanding how dissonance can become a productive element for meaning making and Truth-telling. The article establishes three major implications for critical researchers: 1) The desirability of discomfort in critical qualitative research as a means to avoid stagnation; 2) the "crisis-generating" potential of jazz epistemologies as an approach to critical participatory action research; and, 3) the emergence of new perspectives on research and pedagogy from the intersections of critical research and teaching practices. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01