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dc.contributor.authorChristophersen, Catharina
dc.date.accessioned2012-03-22T08:00:34Z
dc.date.available2012-03-22T08:00:34Z
dc.date.issued2011
dc.identifier.citationI: Nordic Research in Music Education. Yearbook Vol. 12 2010, 31-42no_NO
dc.identifier.isbn978-82-7853-067-2
dc.identifier.issn1504-5021
dc.identifier.urihttp://hdl.handle.net/11250/172239
dc.description.abstractThe purpose of this article is to discuss issues concerning the study of the researcher’s own culture. Researching familiar music pedagogical areas and settings – people you know, topics you have interests in and experience with – is a challenging situation for the researcher. She has to spend considerable effort trying to deal with these challenges through reflection on the researcher’s choice of topic, and issues of proximity and distance that may arise from this choice. In particular, the notions of interest and epistemological and social breaks in research are discussed. The theoretical basis of the discussion is Pierre Bourdieus reflexive sociology. Keywords: music education, research, the researcher, proximity, distance, agency, structure, epistemological breakno_NO
dc.language.isonobno_NO
dc.publisherNorges musikkhøgskoleno_NO
dc.relation.ispartofseriesNMH-publikasjoner;2011:2
dc.relation.ispartofseriesNordisk musikkpedagogisk forskning;Årbok 12
dc.subjectmusic educationno_NO
dc.subjectresearchno_NO
dc.subjectthe researcherno_NO
dc.subjectmusikkpedagogikkno_NO
dc.subjectforskningno_NO
dc.subjectforskerenno_NO
dc.titleInteresser, nærhet og brudd. Om å forske på egen musikkpedagogisk kulturno_NO
dc.title.alternativeInterests, proximity and breaks. On researching your own music pedagogical cultureno_NO
dc.typeChapterno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Humanities: 000::Musicology: 110::Music pedagogics: 114no_NO
dc.source.pagenumber31-42no_NO


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