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dc.contributor.authorAllsup, Randall Everett
dc.date.accessioned2018-01-02T13:31:45Z
dc.date.available2018-01-02T13:31:45Z
dc.date.issued2016
dc.identifier.citationI: Nordic Research in Music Education. Yearbook Vol. 17 2016, s. 271-278nb_NO
dc.identifier.isbn978-82-7853-219-5
dc.identifier.issn1504-5021
dc.identifier.urihttp://hdl.handle.net/11250/2474077
dc.descriptionResearch note: Dissertation reviewnb_NO
dc.description.abstractHow does one generation of Swedish music teachers and students—inserted into this moment in time, and woven into the fabric of a particular context and its place—conceptualize the work they do? All research is animated by a hunch. And Nyberg’s hunch was that if we listened to teachers and students as they grapple with the problems of their day, we might be better poised to modify classroom spaces so that education may become a so-called ‘adventure of knowledge’. In three peer-reviewed studies, Nyberg asked a series of inter-related research questions, which I have paraphrase like this: (1) How do music students conceptualize music knowledge and learning? (2) Likewise, how do music teachers conceptualize music knowledge and learning? (3) How is the work of teaching and learning understood and experienced in an educational environment that is hostile to adventure and openness?nb_NO
dc.language.isoengnb_NO
dc.publisherNorges musikkhøgskolenb_NO
dc.relation.ispartofseriesNMH-publikasjoner;2016:5
dc.relation.ispartofseriesNordisk musikkpedagogisk forskning;Årbok 17
dc.titleDissertation review: Johan Nyberg’s Music education as an adventure of knowledge.nb_NO
dc.typeChapternb_NO
dc.subject.nsiVDP::Humaniora: 000::Musikkvitenskap: 110::Musikkpedagogikk: 114nb_NO
dc.source.pagenumberS. 271-278nb_NO


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