Through this course we were asked to dialogue on readings of note to help expand and explore our own philosophies, positionalities, ideals, and epistemology when it comes to inclusion in music education.
Framework: This dialogue asked us to comment on our readings of community music making, music therapy, and individuals with exceptionalities. Some of the topics we discussed include:
- Professional Development - Technological advancements, where we have come from, and where we still need to go - How a music therapy/community music model can/could/should be implemented in our schools/programs |
Dialogue Recording #1Ansdell, G. (2002). Community Music Therapy & The
Winds of Change. Voices, 2(2), np. https://doi.org/10.15845/voices.v2i2.83 Baldwin, A. (2017). Community music-making for everyone via performing ensembles: here are five groups that make an inclusive, musical difference in their communities.(Lectern). Teaching Music, 24(3). Mitchell, E. (2019). Community Music Therapy and Participatory Performance. Voices, 19(1). https://doi.org/10.15845/voices.v19i1.2701 Treweek, C., Wood, C., Martin, J., & Freeth, M. (2019). Autistic people’s perspectives on stereotypes: An interpretative phenomenological analysis. Autism, 23(3), 759–769. |
Dialogue Recording #2- Group AReferences:
Allsup, R. (2016). Fractured (fairy) Tales: In Search of Transformational Spaces in Music Education. Bulletin of the Council for Research in Music Education, (207-208). Nichols, J. (2013). Rie’s Story, Ryan’s Journey: Music in the Life of a Transgender Student. Journal of Research in Music Education, 61(3), 262–279. |
Framework: This dialogue asked us to comment on the two readings of transformational spaces in the school for LGBTQ communities. Some of the topics we discussed include:
- How can we create safe spaces? - As for Ryan's friend Krystal's tragedy, Why we have to wait that long to take action? And shall we look for the triggers? - What is your understanding of self-actualization? - We feel empathized with Ryan's experience, especially when no one stands out to be his (her) ally. Neutral cannot prevent this case from retaking place. |
Framework: This dialogue asked us to comment on how the culture of music and music education can be both an outlet and a hindrance to accepting identity depending on how inclusive support for the student is, or is not, enforced. Some of the topics we discussed include:
- The Canadian versus the Soviet Union education system (pre-1992) - The differences between Middle and High School levels of support and why that may be the case - The differences between promoting a safe space and being a safe person. Can you have one without the other? |
Dialogue Recording #2- Group BReferences:
Nichols, J. (2013). Rie’s Story, Ryan’s Journey: Music in the Life of a Transgender Student. Journal of Research in Music Education, 61(3), 262–279. Palkki, J., & Caldwell, P. (2018). “We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs. Research Studies in Music Education, 40(1), 28–49. |
Dialogue Recording #3- Group AReferences:
Bradley, D. (2012). Good for What, Good for Whom?: Decolonizing Music Education Philosophies. In The Oxford Handbook of Philosophy in Music Education. Stanton, B. (2018). Musicking in the Borders: Toward Decolonizing Methodologies. Philosophy of Music Education Review, 26(1), 4–23. |
Framework:
This dialogue represents our discussion and reflection on the system of institutionalised education as we see it in Canada, USA, Asia, Europe and Post-Communism countries. In other words, the trajectories, their values and their philosophy of music education in particular geographical settings. Who benefits from that most. The topics include: - Post-colonialism and Decolonisation in our own cultures - West and East (Orientalism) - The ideas of indoctrination and discourse in the school system. - Is the system changing? Are we being more culturally responsive? - Who is privileged depending on the context? |
Framework: This dialogue asked us to comment on the system of institutionalized education as we see it in Canada and acknowledge who this system has primarily served over the years. Some of the topics we discussed include:
- The place and acknowledgement of colonialism in our own cultures - The ideas of indoctrination and tolerance in the school system - How the school system has changed? Are we being more culturally responsive? - White pride |
Dialogue Recording #3- Group BReferences:
Bradley, D. (2012). Good for What, Good for Whom?: Decolonizing Music Education Philosophies. In The Oxford Handbook of Philosophy in Music Education. Chávez, L., & Skelchy, R. P. (2019). Decolonization for Ethnomusicology and Music Studies in Higher Education. Action, Criticism & Theory for Music Education, 8(3). http://act.maydaygroup.org/volume-18-issue-3 /act-18-3-chavez-and-skelchy/ |