Incorporating the Critical Music Framework: An Autoethnographic Reflection

Autor/in	Ender, Tommy
Titel	Incorporating the Critical Music Framework: An Autoethnographic Reflection
Quelle	In: International Journal of Multicultural Education, 23 (2021) 1, S.146-161 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Multicultural Education; Music Education; Teaching Methods; Autobiographies; Ethnography; Singing; Gender Issues; Social Class; Immigration; Slavery; Secondary School Students; Social Studies; Social Problems; Personal Narratives + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Autobiography; Autobiografie; Autobiographie; Ethnografie; Gesang; Geschlechterfrage; Social classes; Soziale Klasse; Sklaverei; Sekundarschüler; Gemeinschaftskunde; Social problem; Soziales Problem; Erlebniserzählung
Abstract	I articulate an autoethnographic narrative of using different songs to counter dominant interpretations of gender, class, immigration, slavery, and education in the secondary social studies classroom. Framing it as the Critical Music Framework, the practice of using music addressing social issues and historical representations of women and people of color provided students with reflective learning opportunities. The resulting conversations illustrate the importance of music not just on the personal but also the academic aspects of individuals. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01