"It Depends:" From Narration Sickness to Wide Awake Action in Music Education

Autor/inn/en	Bernard, Cara Faith; Rotjan, Matthew
Titel	"It Depends:" From Narration Sickness to Wide Awake Action in Music Education
Quelle	In: Action, Criticism, and Theory for Music Education, 20 (2021) 1, S.53-84 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Education; Educational Change; Teaching Methods; Music Teachers; Educational Philosophy; Educational Practices; Social Media; Teacher Student Relationship; Conferences (Gatherings); Meetings; Faculty Development; Middle School Teachers; Music Activities; Critical Thinking; Consciousness Raising; Elementary School Teachers; Kindergarten; Folk Culture; Culturally Relevant Education; Gender Differences; Rural Schools; Sex Role; Games; Theater Arts; Teacher Attitudes + Suchen Sie Ihr Suchwort? Musikerziehung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Music; Teacher; Teachers; Musiklehrer; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Soziale Medien; Teacher student relationships; Lehrer-Schüler-Beziehung; Meeting; Tagung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Musikalische Aktion; Kritisches Denken; Bewusstseinsbildung; Elementary school; Grundschule; Volksschule; Geschlechterkonflikt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Geschlechterrolle; Game; Spiel; Spiele; Theaterwissenschaft; Lehrerverhalten
Abstract	In this article, we query how action is contextualized and used in music education, centering the discussion around problems of calling for change without taking action, what Paulo Freire terms "narration sickness." Narration sickness manifests in social media, conferences, and professional development sessions--where words convey ideas as grand narratives, devoid of context, causing a division between those who present ideas from those who enact them in practice. We describe how music educators may become unintentional slacktivists, "woke" to the need for action, attempting to improve the field with limited (if any) action at all. We invite music educators to counter "wokeness" with what Maxine Greene calls being "wide awake," offering examples of educators who demonstrate change. We seek to expand the definition of action, drawing upon what Freire and Marx term as praxis, seeking actionable approaches in teaching, researching, and learning across age levels, settings, and contexts. [Note: The page range (53-83) shown on the PDF is incorrect. The correct page range for this article should be p53-84. The following article begins on page 84.] (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	2022/1/01