Civil Sociality and Childhood Education

Anderson, Sally

doi:10.1002/9781444396713.ch19

Cited by 17 publications

(3 citation statements)

References 10 publications

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“…Fieldwork may serve as a reality check, slowly revealing the practice behind the theory, warts and all. Anderson (2011) and Mosse (2004) argue for the importance of ethnography for testing taken-for-granted assumptions and assertions in educational and development contexts respectively. The American Buddhist teacher Charlotte Joko Beck (1995, 175) writes about what she calls "Zen bullshit," or a tendency "to toss around many fancy concepts."…”

Section: Researching the Redmentioning

confidence: 99%

3. The Red through a Social Lens

Baker¹

2021

Rethinking Social Action Through Music

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I gratefully acknowledge support from the Arts and Humanities Research Council, whose Leadership Fellowship (grant reference AH/P011683/1) enabled the fieldwork; Royal Holloway University of London, which assisted throughout the process and provided research leave to allow the drafting of the book manuscript; and Agrigento, whose trustees were patient and understanding during the final stages of writing and publication, permitting me to finish the project calmly. The Music & Letters Trust and Royal Holloway generously contributed towards the publication costs, and the Red kindly provided some of the photos.My thanks to all at Open Book Publishers, particularly Alessandra Tosi, Lucy Barnes, Anna Gatti, and Luca Baffa. I am thrilled to have the opportunity to publish this book in open access so that it can be freely available to readers in Latin America and around the world. Fig. 1. Archive of Red de Escuelas de Música. CC BY. 1All translations by the author. 2The Spanish term convivencia has more positive connotations than the English "coexistence." It suggests more than just tolerating others. There are hints of the English "conviviality."Music education has historically had a tense relationship with social justice. On the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. Self-Critique, Change, and ConflictAfter I made a short reconnaissance trip to Medellín in 2016, the Red went through a change of leadership. When I arrived in 2017 to begin my fieldwork, the program had a new general director, and it was in a slightly tense state of transition and anticipation. At our first meeting, program leaders articulated a self-critique of the Red's history and a vision of change. It immediately became clear that there were interesting This continual dialogue led the Red to offer me a consultancy position in 2018 (one that I was unfortunately unable to take up for contractual reasons). I also dusted off my clarinet and joined in workshops for teachers and students, and I took part in professional development seminars for staff. In short, I became a participant observer. I interviewed the Red's first four general directors, in some cases more than once, and interacted extensively with the fifth, who was in charge during my fieldwork. I also had a conversation with the sixth, appointed in 2020, shortly before I finished this book. I carried out a large number of interviews with managers, staff, and students, but I also witnessed and took part in many discussions as I hung out with staff over lunch and in coffee breaks between meetings, and I had many informal, private conversations. Most interviews were undertaken under conditions o...

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Section: Researching the Redmentioning

confidence: 99%

3. The Red through a Social Lens

Baker¹

2021

Rethinking Social Action Through Music

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“…Den danske folkeskole er som samfundsmaessig institution forbundet med nogle saerlige praksisser og forventninger om, at man som barn gennem 10 års skolegang kan komme ud på den anden side som en passende og dannet samfundsborger (Korsgaard 2009, Anderson 2011, Gilliam & Gulløv 2012. I forhold til elever med muslimsk og anden etnisk minoritetsbaggrund ses der et ekstra lag af forventninger tilknyttet, som går på integration og tilpasning i det danske samfund (Khawaja 2001, Kofoed 2004, Gitz-Johansen 2006, Jensen & Kühle 2013.…”

Section: Introduktionunclassified

Hverdagens religiøsitet i og udenfor skolen: Om kirker, nisser og bedetæpper

Khawaja¹

2017

TIFO

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“…For anthropologists of education, their views are holistic and their assumptions involve the concept of culture (Wolcott 2016, 103). The field is greatly varied, ranging from anthropologists studying language policy and socialization (McCarty and Warhol 2016) to childhood in civil society (Anderson 2016). My research draws on themes that have been present in the field such as the interplay between institutions and student learning in identity formation and practical applications of the field.…”

Section: Anthropology Of Educationmentioning

confidence: 99%

Exploring Asian American and Pacific Islander Youth Identity Development in a Community Based Youth Program

Pham

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Community based youth programs play a significant role in promoting positive youth identity development outside of the classroom. This can be particularly important for racialized groups such as Asian Americans and Pacific Islanders (AAPI). Based on ethnographic research conducted at Asian American LEAD, this thesis explores the effect of a five week summer program on AAPI youth identity development. Data collection methods include participant observation, a pre- and post- survey, and semi-structured interviews with staff, participants, and program alumni. The research findings highlight how ethnic and racial identity development is fostered through the creation of safe spaces, shared struggles with peers and staff, and recognition of one's AAPI identity.

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Civil Sociality and Childhood Education

Cited by 17 publications

References 10 publications

3. The Red through a Social Lens

3. The Red through a Social Lens

Hverdagens religiøsitet i og udenfor skolen: Om kirker, nisser og bedetæpper

Exploring Asian American and Pacific Islander Youth Identity Development in a Community Based Youth Program

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