The quest for authenticity in the music classroom. Sinking or swimming?
Chapter, Peer reviewed
Permanent lenke
http://hdl.handle.net/11250/2372682Utgivelsesdato
2015Metadata
Vis full innførselSamlinger
- Artikler og bokkapitler [390]
Originalversjon
I: Nordic Research in Music Education. Yearbook Vol. 15, s. 205-224Sammendrag
ABSTRACT
In an increasingly globalized world, characterized by diversity and change,
the relevance of authenticity in classroom contexts has been questioned in
recent multicultural music education scholarship. This article examines the
academic discourses of authenticity in music education, and explores the epistemic
issues and knowledge-related discourses of the authenticity movement
that have perhaps been sidelined due to ethical demands of attending to the
Other in the music classroom. Inspired by the writings of Christopher Small,
and against the contextual backdrop of liquid modernity as described by
Zygmunt Bauman, we here offer an alternative to the established approaches
of ‘school music’ and ‘music in schools’. We suggest that rather than viewing
authenticity as a fixed ideal that follows principles imported from outside of
schools, it may be found in educational and social processes within the school,
that is, in Small’s notion of musicking. Considerations of authenticity are thus
refocused from the distant Other to the question of how to make music education
practices and knowledge meaningful for students in situ.
Keywords: authenticity, music education, liquid modernity, musical knowledge,
musicking, school music
Utgiver
Norges musikkhøgskoleSerie
NMH-publikasjoner;2014:8Nordisk musikkpedagogisk forskning;Årbok 15