How about equality and equity in higher music education? A theoretical framework for researching quality  of music teaching and learning

Jääskeläinen, Tuula; López-Íñiguez, Guadalupe

doi:10.4995/head17.2017.5417

Cited by 2 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recent research by Beban and Trueman (2018) shows that financial worries can be a key source of stress for students in higher education, including the immediate financial needs of paying rent and buying food as well as the anxiety over student loan debt. Future research in relation to equality could concentrate on music students' experienced workload, stress and struggle to cope as they try to manage their tuition fees and other financial challenges alongside the demands of their higher music education studies (Jääskeläinen, 2016;Jääskeläinen & López-Íñiguez, 2017).…”

Section: Discussionmentioning

confidence: 99%

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Jääskeläinen

2021

nrme

Self Cite

View full text Add to dashboard Cite

The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.

show abstract

Section: Discussionmentioning

confidence: 99%

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Jääskeläinen

2021

nrme

Self Cite

View full text Add to dashboard Cite

show abstract

“…Some of these issues have come about in macroprojects of relatively recent research such as the ArtsEqual in Finland which includes interventions of social cohesion and integration through projects in which the arts are used to improve peoples' health.Educational policies are designed to support the development of artistic institutions which act in the most responsible manner possible towards society. The impact of the arts on equality and wellbeing has been studied, as has the importance of the arts as an element creating diversity in general schools (e.g.,Anttila & Suominen, 2018;Jääskeläinen & López-Íñiguez, 2017;Kallio & Heimonen, 2018;Kivijärvi & Väkevä, 2020). In Latin America we also found individual research initiatives on the accessibility of music in schools of developing countries such as Chile (Angel-…”

mentioning

confidence: 82%

Learning and Teaching Music in the Twenty-First Century

López-Íñiguez¹,

Pozo²,

Echeverría³

2022

Learning and Teaching in the Music Studio

Self Cite

View full text Add to dashboard Cite

Some years ago, in an analysis on what is happening in primary and secondary education classrooms, one of us (Pozo, 2006) referred to the film "The Sleeper" directed by Woody Allen in 1973, to serve as a metaphor for the educational situation.Many readers and particularly the younger ones may not be familiar with this film. It is a comical narration of how, after hibernating for 200 years after forced cryogenic storage, Miles Monroe, a clarinettist, played by Woody Allen himself, wakes up in USA, his home country, finding himself in a police state with its citizens under surveillance. Leaving aside other more political aspects of the film (and of Allen himself) which coincide with other, perhaps better known dystopias such as "1984", we wish to emphasize that Miles Monroe, the clarinettist stumbles upon situations which hilariously illustrate what changes have occurred in the most everyday culture and habits that Miles does not know how to respond or adapt to, giving rise to multiple comical situations. In this future, Miles the clarinettist does not go to any music classes to update his musical knowledge, but if he had, we would fear that his reaction would have been totally different because beyond shallow appearances and the presence of new artefacts and technologies, the ways of learning and teaching would have changed very little.

show abstract

How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning

Abstract: While quality development has an important role in higher education in Finland, its

Cited by 2 publications

References 11 publications

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Learning and Teaching Music in the Twenty-First Century

Contact Info

Product

Resources

About