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Provocations about researching music education
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Journal Article
Provocations about researching music education
2015
Overview
The questions that give rise to this reflective article are: What does music education research make possible? How might we work more productively with teachers and young people? Lather and St Pierre (2013) remind us of the ethical charge of our work as inquirers...to question our attachments that keep us from thinking and living differently. Recently writing about reflexivity, I came across the work of Sriprakash and Mukhopadhyay (2015) who write about the second-order effects of the researcher's role as knowledge broker and translator. They suggest that 'a second-order engagement with reflexivity encourages us to trace the ways in which knowledge about educational development is assembled: how particular 'truths' about educational development are produced through empirical studies, how these 'truths' circulate, and how they gain an apparent stability and durability'. We have seen these 'truths' persist about music education with its instrumental justification for the benefits of music, driving up test scores in language and mathematics - benefits that have removed educational thinking about the unique role that music plays in the culture of all peoples, in contributing to the development of creativity and prosocial attitudes such as intercultural understandings, and in remembering that the educated person is not a thing but a human being with an altered outlook. [Author introduction, ed]
Publisher
Australian Society for Music Education
