ethanporcaro/eric-fulltext-meta huggingface dataset:
Initiate, Create, Activate: Practical Solutions for Making Culturally Diverse Music Education a Reality
Author: Cain, Melissa
Date: 2013-00-00
Type: Journal Articles
Subjects: Music Education,Multicultural Education,Cultural Pluralism,Educational Innovation,Foreign Countries,Music Teachers,Teacher Education,Creativity,Teacher Role,Educational Benefits,Cultural Differences,Global Approach,Culturally Relevant Education,Educational Practices,Teaching Methods

Cross-cultural music education can motivate children to look at music in fresh ways and awaken their imagination to new possibilities and ways of thinking. This paper presents the voices of three practitioners experienced in, and passionate about the field of culturally diverse music education. Over the past 25 years the presenters have ignited an interest in world musics in their students from pre-school to higher education in North America, Asia, Australia and the Middle East. They have been committed to creating innovative programs which practically reflect the changing nature of contemporary classrooms within a global society. The paper provides a review of the current state of culturally diverse music education in North America and Australia--exploring underlying philosophical constructs, prevailing attitudes and current teacher training experiences--as a theoretical framework for a practical &quot;how to&quot; guide for school teachers; tried and tested with a wide variety of ages, and in an abundance of contexts. Themes discussed include the role of diverse musical experiences in creative expression, and the critical role individual music educators play in assisting students to develop qualities of curiosity, open-mindedness and a &quot;tolerance of uncertainty&quot;. Factors conducive to successful multicultural music programs and a contextual themes framework will provide readers with knowledge and skills to spark interest in world musics in their students.
Whose Better? (Re)orientating a Queer Ecopedagogy
Author: Russell, Joshua
Date: 2013-00-00
Type: Journal Articles
Subjects: Homosexuality,Environmental Education,Phenomenology,Teaching Methods,Critical Theory,Norms,Ecology,Educational Theories,Experience

Previous invitations to queer environmental education research and practice have fallen largely silent. This paper seeks to address that silence by orientating ecopedagogy toward a phenomenology of queer experience. Inspired by the utopian promises of the &quot;It Gets Better Project&quot; and ecopedagogy generally, the author suggests that queer phenomenology can offer new insights into ecopedagogy. The hope of a queer ecopedagogy lies in its inclusion of diverse beings and its celebration of (dis)orientating experiences that might lead to more egalitarian and democratic futures.
Are the Arts Important in Schooling? Clear Messages from the Voices of Pre-Service Generalist Teachers in Australia
Author: Garvis, Susanne
Date: 2013-00-00
Type: Journal Articles
Subjects: Art,Art Education,Preservice Teachers,Preservice Teacher Education,Beliefs,Student Teacher Attitudes,Student Surveys,Elementary School Curriculum,Likert Scales,Relevance (Education),Curriculum Evaluation,Foreign Countries

The Arts are an important part of curriculum in Australia. While it is an important area of the curriculum, teachers may not share the same views of importance. Views and perceptions about the Arts are formed during the beginning phase of teaching which includes pre-service teacher education. This important period of belief development can provide insight into what future Arts practice will look like in schools. In 2013, a survey was administered at two universities in Australia to explore the beliefs and perceptions of pre-service teacher generalist teachers about the importance of Arts and the role of Arts in schools. Pre-service teachers were also asked to share information on their current levels of Arts engagement. A total of 206 participants returned the survey. Findings highlight the lack of understanding about the Arts and poor engagement with Arts activities outside of university as an adult. These findings highlight a concern about the place of Arts education and are troubling for the future of Arts education in the Australian context.
Musical and Personal Success: Perceptions of Australian Males in Choir
Author: Powell, Sarah J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Males,Singing,Music Activities,Masculinity,Self Concept,Music Education,Music Teachers,Ideology,Foreign Countries,Success,Cultural Context,Self Esteem,Teacher Role,Observation,Surveys,Interviews,Phenomenology

This paper investigates musical and personal success from the perspective of Australian boys and men who participate in choir. Findings have been taken from a larger study, which seeks to understand the way in which male notions of success, masculinity and identity influence their choral participation. Participants from four choirs indicated that for them to be in a choir, it must reflect several criteria for success, and these were also strongly linked to the ideology of the Australian male. The research provides valuable insight for music educators and choral directors into how perceptions of success influence male participation, particularly in the context of the Australian male culture.
&quot;Fatties Cause Global Warming&quot;: Fat Pedagogy and Environmental Education
Author: Russell, Constance
Date: 2013-00-00
Type: Journal Articles
Subjects: Environmental Education,Obesity,Body Weight,Personal Narratives,Outdoor Education,Body Composition,Social Attitudes,Social Bias,Public Health,Curriculum,Social Justice,Human Body,Critical Thinking

Environmental education is one site of many that reinforces dominant obesity discourses and weight-based oppression through privileging fit, able bodies. Using personal narratives and insights from the nascent field of fat studies, we offer a critical analysis of obesity discourse in environmental writing in general and environmental education in particular. We argue that intersectional analyses of embodiment, abjection, and crisis rhetoric could be generative for both environmental education and fat studies.
Participatory Learning Walks: Reflective Practice for the Conductor-Music Educator
Author: Baker, William J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Teachers,Reflective Teaching,Cooperative Learning,Observational Learning,Action Research,Qualitative Research,Music Activities,Educational Practices,Participatory Research,Surveys,Focus Groups

Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues intended to gather data about teaching and learning through observation and interaction with students. Used in areas such as classroom teaching, learning walks are designed to support professional learning for educators and encourage collegial conversations. A participatory learning walk has the potential to facilitate powerful teacher reflection, inform educational practice and support improved student learning outcomes. This paper presents a modified learning walk that encourages teacher reflection and enhances student learning in ensemble music education. In this article qualitative action research methodology, existing research into reflective practice, the nature of learning walks, and the specific context of music ensemble are each explored. Finally this paper presents the case study of &quot;Ben&quot; the conductor-music educator and his experience of participating in a learning walk program. Above all, this paper seeks to generate professional discussion amongst music educators with regard to their reflective practices.
Advancing the Boundaries of Urban Environmental Education through the Food Justice Movement
Author: Crosley, Katie Lynn
Date: 2013-00-00
Type: Journal Articles
Subjects: Urban Areas,Food,Social Justice,Environmental Education,Place Based Education,Science Education,Cultural Influences,Social Influences,Hunger

As cities and urban areas increasingly become the locus for contemporary society, there is a growing necessity for environmental education to adapt to meet the challenges and needs of an urbanized world. A key part of this adaptation means acknowledging the nuanced legacy of environmental and social injustices involved in the growth and development of urban spaces. While there have been advances toward these ends, I argue that mainstream environmental education is lacking critical engagement with urban areas. The growing food justice movement has salient theoretical and practical spheres that have the potential to contribute to these urban margins in environmental education. This article explores these spheres and applies them to environmental education in an effort to push the boundaries of the field towards concepts and pedagogies that occupy complex socioecological relationships and issues of justice in ways mainstream environmental education has struggled to access, particularly in the urban context. First, I discuss philosophical and structural reasons why mainstream environmental education theory and practice have overlooked urban contexts and experiences. I then explore the development of the food justice movement, bringing to bear key characteristics that can contribute to environmental education. Finally, I discuss how food justice can help environmental education challenge and reposition itself to better meet the needs of an urban society
Blessings on the Food, Blessings on the Workers: Arts-Based Education for Migrant Worker Justice
Author: Barndt, Deborah
Date: 2013-00-00
Type: Journal Articles
Subjects: Migrant Workers,Agricultural Laborers,Social Justice,Foreign Countries,Activism,Art Education,Art Activities,Art Products

Migrant agricultural workers are not only on the margins of Canadian and global food systems; they are also on the margins of public consciousness about the labour behind the food we eat. Even local food movement groups who advocate for both social justice and sustainable food production have not made migrant labour a priority concern. Popular education, based on Freirean problem-posing methods and Gramscian notions of engaging contradictions, can use arts-based approaches to tap both minds and hearts in efforts to mobilize food activists to work for migrant worker justice. This essay examines the potential and limitations of an installation of Mexican-style altars, entitled &quot;Local Food/Global Labour,&quot; that aims to catalyze dialogue between food activists and labour activists around the issue of global migrant labour in local food production.
Developing the Music Pre-Service Teacher through International Service Learning
Author: Power, Anne
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Music Teachers,Service Learning,International Programs,Case Studies,Foreign Countries,Experiential Learning,Surveys,Preservice Teachers,Music Education

Service learning in tertiary education is about partnerships between higher education institutions and communities, as co-generators of knowledge. Arts programs in service learning engage what Rendon (2009) calls &quot;sentipensante&quot; (sensing/thinking) pedagogy, in which critical examinations of ways of thinking and doing sit alongside relational contemplative practices. This paper draws inspiration from this &quot;sentipensante&quot; pedagogical framework as well as principles of teaching in international contexts (Ballard &amp; Clanchy, 1997), and uses both frames to examine the development of music pre-service teachers in the story of one young teacher and his supervising teacher. The young male teacher participated in international service learning in Penang, Malaysia. The paper sets out to highlight the benefit that such a case study can provide by critically examining the experiences of the pre-service teacher in the classroom and the community.
&quot;Extra-Musical Effects&quot; and Benefits of Programs Founded on the Kodály Philosophy
Author: Goopy, Jason
Date: 2013-00-00
Type: Journal Articles
Subjects: Music Education,Child Development,Literature Reviews,Delivery Systems,Teaching Methods,Literacy,Numeracy,Social Development,Emotional Development,Investigations,Thinking Skills,Elementary School Curriculum,Time Factors (Learning),Educational Philosophy,Educational Practices,Foreign Countries

Music education is often advocated as having &quot;extra-musical effects&quot; contributing to the development of the whole child. The pedagogy teachers employ to deliver music programs could affect the significance of such benefits. This paper will review literature documenting how children benefit from receiving music education delivered using Kodály methodology. These benefits include literacy and numeracy skills, spatial-temporal reasoning, intelligence and social emotional development. Identifying gaps in research may pave the way for future studies and investigations.
Hunting for Ecological Learning
Author: Pontius, Joel B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Ecology,Food,Inquiry,Personal Narratives,Place Based Education,Animals,Political Issues

Considering (a) the many potential connections between hunting, culture, and environmental thought, (b) how much hunters have contributed to the conservation movement and to the protection of a viable land base, and (c) renewed interest in hunting as part of the wider movement toward eating local, non-industrialized food, we seek to bring hunting out of the margins and into a more visible role as a legitimate focus for environmental learning. To dig beneath the sometimes dismissive stereotypes that often marginalize hunters and hunting, and to explore hunting as a practice of ecological learning, we went straight to the source--we went hunting. Through narrative inquiry, this paper explores the ecological learning experienced in the context of a weeklong pronghorn antelope hunt in traditional Cheyenne and Arapahoe hunting territory in central Wyoming. By juxtaposing four voices, we recreate the hunting cycle and make meaning of our experience learning about ourselves, our environment, our food, and the more-than-human world.
&quot;We Call Ourselves Marginalized&quot;: Young People's Environmental Learning and Navigations of Marginalization in a Kenyan Pastoralist Community
Author: Jordt Jørgensen, Nanna
Date: 2013-00-00
Type: Journal Articles
Subjects: Disadvantaged,Foreign Countries,Indigenous Knowledge,Environmental Education,Victims,Educational Research,Educational Practices,Secondary Schools,Graduates,Self Concept,Rural Areas,Qualitative Research,Ethnography,Interviews,Sustainable Development,Learning Experience

In recent decades, indigenous knowledge has been added to the environmental education agenda in an attempt to address the marginalization of non-western perspectives. While these efforts are necessary, the debate is often framed in terms of a discourse of victimization that overlooks the agency of the people we refer to as marginalized. In this paper, I discuss how young secondary school graduates from a pastoralist community in Kenya use and negotiate indigeneity, marginal identity, and experiences of marginalization in social navigations aimed at broadening their current and future opportunities. I argue that researchers not only need to pay attention to how certain voices are marginalized in environmental education research and practice, but also to how learners as agents respond to, use, and negotiate the marginalization of their perspectives.
Developing Children's Self Initiated Music Making through the Creation of a Shared Ethos in an Early Years Music Project
Author: Naughton, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Early Childhood Education,Student Teachers,Video Technology,Integrated Learning Systems,Educational Philosophy,Holistic Approach,Listening Skills,Qualitative Research

The three-month &quot;Changing Places&quot; project involved early childhood student teachers working with music students in developing children's music in centres in Auckland, New Zealand. The project set out to challenge the calculative aspect in music learning (Heidegger, 1993). The term calculative in this instance describes learning seen as music as preordained tasks. The music students involved in the project understood music in the form of a predefined score to be perfectly realised, while the early childhood teachers were familiar with a repertoire of early childhood songs and music played on a CD with pre-ordained actions to be performed at mat times. Data for the study was obtained through video recordings of student pairs working with children in centres, audio recordings of shared dialogues between students and online moodle discussions. This paper describes the different ways in which the two sets of students through their dialogue developed a shared ethos that countered their previous approaches and understandings of music education. The suggestion is made that the task itself, of developing self initiated music making with children, facilitated this open exploration and change of musical education ideas.
Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership
Author: Kulnieks, Andrejs
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Environmental Education,Mentors,Program Descriptions,Leadership Training,Foreign Countries,Gardening,Food,Plants (Botany),Water,Hermeneutics,Educational Practices,Guidelines,Educational Innovation,Indigenous Knowledge,Educational Change

In response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental knowledge as part of a larger eco-literacy and environmental leadership curriculum in Ontario. We explore the application of a framework for environmental learning that involves eco-hermeneutic practices, making historical and etymological connections between land and language through the development of relationships with place. As gathering and gardening practices have taken place in Indigenous cultures since time immemorial, we investigate how earth, water, food, and plants can be explored through an inter-generational knowledge model.
Learning to Listen: 15th Annual Peggy Glanville-Hicks Address 2013
Author: Lacey, Genevieve
Date: 2013-00-00
Type: Journal Articles
Subjects: Listening,Music Appreciation,Music Education,Music,Conference Papers,Art Appreciation,Music Activities,Foreign Countries,Educational Practices

The New Music Network established the Peggy Glanville-Hicks Address in 1999 in honour of one of Australia's great international composers. It is an annual forum for ideas relating to the creation and performance of Australian music. In the spirit of the great Australian composer Peggy Glanville-Hicks, an outstanding advocate of Australian music delivers the address each year, challenging the status quo and raising issues of importance in new music. In 2013, Genevieve Lacey was guest speaker presenting her Address entitled &quot;Learning to Listen&quot; at the Sydney Conservatorium and Deakin Edge Federation Square in Melbourne. The transcripts are reproduced with permission by Genevieve Lacey and the New Music Network.
The Generalist and the Specialist: Serendipity in Preservice Education
Author: Jeanneret, Neryl
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Elementary Education,Teacher Education,Preservice Teachers,Elementary School Teachers,Specialists,Best Practices,Secondary Education,Secondary School Teachers

The Inquiry into the Extent, Benefits and Potential of Music Education in Victorian Schools (Parliament of Victoria Education Committee, 2013) has once again highlighted that further support from the university sector is needed in order to improve the quality of music education in primary schools. The report calls for &quot;a greater focus on teacher education and training…to address the capacity of primary schools to deliver a quality music education in primary schools&quot; (p. xviii) and &quot;more options for pre-service teachers to study music education while at university, as well as in their early years of teaching and providing increased access to professional learning and support for all primary classroom teachers&quot; (p. xix). There are two important assumptions in these recommendations; that quality teacher education in music leads to improved quality in the primary music classroom, and that in order for teacher education to be effective, it needs to begin at the preservice stage, continue through the graduate level, and be made available throughout the career of the teacher. We are involved in a graduate preservice teacher education in a university setting and in this paper we describe a strategy for providing additional preservice primary teacher education in music that has been developed and implemented over the last two years. Given the constraints of the &quot;crowded curriculum&quot; in teacher education, this approach may be a start to addressing some of the recommendations put forward by the Parliament of Victoria's Education Committee, and encourage our graduates to continue the collaborative approach to music and arts outlined below once they are in schools.
Regrounding in Place: Paths to Native American Truths at the Margins
Author: Lucas, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: American Indian Culture,Indigenous Knowledge,Indigenous Populations,Social Influences,Social Attitudes,Environment,Personal Narratives,Interviews,Architecture,Geographic Location,Social Bias,Experience,Humanities,Phenomenology,Cultural Influences,United States History,American Indian History

Margin acts as ground to receive the figure of the text. Margin is initially unreadable, but as suggested by gestalt studies, may be reversed, or regrounded. A humanities course, &quot;Native American Architecture and Place,&quot; was created for a polytechnic student population, looking to place as an inroad for access to the margins of a better understanding of Native American/First Nations peoples, and to challenge students to recognize the multiple realities of place through a study of Indigenous place from the People's conceptions and into contemporary society. Place is specific, and develops from competing recognitions of, and reciprocities with, a common givenness. This form of construction and recognition gathers locations, landscape, and architectural constructions, across a myriad of scales and is authenticated via collateral oral, ritual, and material culture as a rich, visceral lifeworld. The author's personal and philosophic paths that led to place are discussed as well as pedagogy used within the course, including sessions led by Northern Chumash and Playano Salinan Elders.
Centenary Chronicle Chapter 1
Author: Archer, Robyn
Date: 2013-00-00
Type: Journal Articles
Subjects: Music Education,Conference Papers,Heritage Education,Urban Environment,Lecture Method,Music,Music Appreciation,Foreign Countries

This article offers the transcript of Robyn Archer's address at the Australian Society for Music Education (ASME) Conference in Canberra in September 2013. Archer is a singer, writer, director, artistic director, and public advocate of the arts, mainly in Australia though her reach is global. This lecture is the second of six addresses Archer gave in the second half of the Canberra Centenary year. She used each lecture to focus on different parts of the Centenary Program. Together these lectures act as a chronicle of the year. The present lecture focuses on the music that has been heard, and is still to be heard in Canberra in 2013, the year in which Australians celebrate the naming on March 12, 1913, of a new capital for a newly federated nation. Throughout her lecture, she illustrates how the national capital is an illuminating example of the passion of Australians for all kinds of music.