The Norwegian Academy of Music (NMH) has been involved in a community music project for children in the Palestinian refugee camp, Rashedieh, in South Lebanon since 2003. This has grown into a larger music project where local instructors now run music activities and teach music as a permanent weekly activity. Three issues will be discussed in the article, based on perspectives within the field of community music. The first issue concerns how aiming for a culture of equality and cultural democracy can conflict with the ideology of the local culture and social structures. The role of learning and teaching within a community music project is the focus of the second issue. Finally, the role of formalized organizational structures will be evaluated with regard to fostering participation in music activities within the Lebanon project. Hopefully, presenting these perspectives and holding a discussion thereon will contribute to the ability to nuance and challenge underlying ideologies and common practises within the field of community music.
The purpose of this chapter is to discuss how intercultural music projects can contribute to expansive learning in music teacher education. Based on culturalhistorical activity theory (CHAT), I explore expansive learning on the studentmusic-teacher and institutional levels. The inspirational starting point for the chapter is the professional placement of student music teachers in the Palestinian refugee camp Rashedieh in South Lebanon. Both students and staff from the Norwegian Academy of Music are involved in this project, and both the context and the content of the setting are experienced by student-music-teachers and staff as highly unfamiliar, unpredictable, and challenging-although highly valuable. A particular focus of the discussion relates to the concepts of complexity and contradictions, and how they can function as potential sources for change, development, and expansive learning. I argue that student-music-teachers' involvement in intercultural projects can create rich opportunities for expansive, intercultural learning. However, in order to achieve this, we have to design educational programs that enhance reflection and dialogue, provide a solid intercultural competence, and create possibilities for existential meetings and placement settings in which student-teachers experience being "the other". Consequently, students, teachers, and institutions can learn something that is "not yet there", and be prepared for the crucial challenges of the future.
Recent development in policy and learning theory encourages higher education institutions to send their students out of campus and into work placements. In this paper, we report on students' engagement with various aspects of knowing through practice in work placements. We employed focus group discussions to gather students' accounts of their knowing in the three higher education programmes: Teacher Education, Aqua Medicine, and Music Performance. The students' accounts of knowing were analysed as personal epistemologies. Thereby, we aimed to focus on how enacted practices in work develop students' appraisals of knowing and subjectivities. Three prominent epistemologies were present across all three student groups: professional judgment, professional practice, and professional identity. After the work placements, the students better understand how to enact their knowledge and what knowledge to pursue further. Based on these findings, we hold that there are key educational processes that arise in the interplay between students' situated enactment of practices, knowing, and personal epistemologies through work placements, and propose a conceptual model to frame students' learning in work placements.
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