Coming to Critical Pedagogy

Malott, Curry Stephenson

doi:10.1007/978-94-6300-166-3_5

Cited by 2 publications

(3 citation statements)

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“…In this case, the conversation allowed Schwartz to not only describe how she conceptualizes her own work, but also to understand how others view her performances. Schwartz therefore draws on DIY music pedagogy’s propensity for identity development (Dines, 2015; Malott & Carroll-Miranda, 2003; Niknafs, 2018) as she learns about the relationship between her onstage and offstage identity through this conversation and can use that knowledge to develop her practice.…”

Section: Resultsmentioning

confidence: 99%

“…These interpersonal interactions, a core component of DIY music pedagogy, both lead to the co-construction of musical knowledge and provide a mechanism for communal and individual identity development (Niknafs, 2018; Tucker, 2012; Verbuc, 2014). DIY music scenes enable these pedagogical encounters by creating space for individuals and communities to experiment with and interrogate different ideological formations and identities through social interaction (Cordova, 2016; Dines, 2015; Woods 2022a), with participants learning through cultural resistance and developing political ideologies that extend beyond musical practices (Malott & Carroll-Miranda, 2003; O’Hara, 1999). DIY scenes therefore represent a rich learning ecology to not only construct musical knowledge, but also develop ideological and ethical frameworks.…”

Section: Introductionmentioning

confidence: 99%

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The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues

Woods

2023

Teachers College Record: The Voice of Scholarship in Education

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Background: Within the body of literature on do-it-yourself (DIY) music scenes, researchers have routinely placed an emphasis on the role of material space in shaping the sociocultural and musical practices of punk music and other related genres. Scholars have also examined the teaching and learning processes of these musical subcultures under the banner of “punk pedagogy” scholarship. However, investigations into the intersection between these two strands of research need to occur because theories of punk pedagogy have largely overlooked the role of physical space within the educative practices of DIY music. Research into the thematically related space of the maker movement amplifies this need, because maker education scholars have repeatedly shown the multiple ways that materials and space shape how individuals learn through DIY production. Research Questions: I use this paper to attend to the following questions: How do DIY music venues shape the pedagogical practices of DIY music scenes? And in what ways do those pedagogies align with the ideological and ethical aims of these communities? By focusing on learning within DIY venues, I consider multiple forms of musical production outside of the context of a specific genre (i.e., punk). This study therefore provides insight into the mechanisms through which individuals learn and how those mechanisms relate to the physical affordances of these spaces. Research Design: To address these questions, I conducted a year-long comparative case study into two intertwined music series centered on noise music (an experimental subgenre within DIY music’s broad umbrella) and located in two separate DIY venues. Although each of the 13 events in this series included both a workshop and a concert, I focus my analysis on the concert portion of the series to explore a common site of interaction within DIY scenes. Through open and iterative qualitative analyses of field notes generated from observations of concerts in the series and interviews with featured artists and audience members, I provide a nuanced understanding of learning within DIY music venues and the role that both material space and technologies play in shaping that process. Conclusions: Drawing on this analysis, I contend that the stageless design of DIY venues provides a physical affordance that allows “gear toucher conversations” to occur. These conversations involve audience members engaging performers in discussions about the music technologies they use mere seconds after they finish performing, thus linking this pedagogical moment to the material attributes of the venue. However, these conversations reinscribe masculine notions of technology and undermine DIY music’s egalitarian politics, a finding that mirrors critical research into maker education. This work therefore calls on both researchers and practitioners to contend with the pedagogies of place and the educative processes that emerge out of situated technologies to further the liberatory praxes that DIY production can produce.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues

Woods

2023

Teachers College Record: The Voice of Scholarship in Education

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“…Considering that universities are one of the most powerful institutions in Euro-Western society, they are rarely questioned for how they are driven by commonsense settler colonial approaches to administration rooted in longstanding administrative science ideals and management paradigms (Brunette-Debassige & Viczko, 2022). The system operates within an assumed ontology of hierarchy (Malott, 2010) that is tied to modern industrialization efforts and global capitalist economies. These underlying ideological and structural norms have become so normalized and naturalized in Euro-Western education institutions that they often lead to evidence-based regimes in education, reducing knowledge and learning to positivistic measures (Shahjahan, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Indigenous refusals in educational leadership practices in Canadian universities

Brunette-Debassige

2023

AlterNative: An International Journal of Indigenous Peoples

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Since the Truth and Reconciliation Commission of Canada released 94 calls to action in 2015, Canadian universities have responded in numerous ways. A particularly significant response has been the creation of Indigenous Initiatives Offices and the appointment of senior leaders to help lead transformative institutional change efforts. Many of these new administrative appointments report directly to presidents and provosts, and have been taken up by Indigenous women. In this article, I present five key findings from research that explored the experiences of 12 Indigenous women administrators working in Canadian universities. The study highlighted how these Indigenous women enact Indigenous refusals as part of a transformative decolonial leadership praxis in universities.

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Coming to Critical Pedagogy

Cited by 2 publications

References 3 publications

The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues

The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues

Indigenous refusals in educational leadership practices in Canadian universities

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