“Humanising Healthcare Spaces”: Report on the Development and Impact of a Music Collaboration Between Community Music and Donald Gordon Medical Centre at the University of the Witwatersrand, Johannesburg, South Africa

Harrop-Allin, Susan; Hume, Victoria Jane; Fabian, June; Etheredge, Harriet; McCallum, Michael

doi:10.1080/18125980.2017.1379884

Cited by 8 publications

(6 citation statements)

References 27 publications

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“…This article draws from a larger study of children’s musical games that connected them pedagogically to classroom practice (Harrop-Allin, 2010). Methodologically, I drew on K.…”

Section: Methodsmentioning

confidence: 99%

“…The differences between the richness of children’s musical games in township and rural school playgrounds and the relative poverty of education they receive in the classroom are stark. 6 This makes the ubiquity and complexity of children’s playground musical play all the more striking: Children’s resourcefulness and the creativity demonstrated in their games contrast with the generally poor quality of music and arts education in many South African schools (discussed in Herbst, De Wet, & Rijsdijk, 2005; also see Harrop-Allin, 2010). The disjuncture between playgrounds and classrooms in many township schools is emblematic of a wider set of problems and contradictions in South African music education (Harrop-Allin, 2011).…”

Section: Research Contextmentioning

confidence: 99%

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Multimodality and the Multiliteracies Pedagogy

Harrop-Allin

2017

Journal of Research in Music Education

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Drawing on a study of children’s musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children’s play into pedagogy. Based on ethnographic research in primary schools in Soweto, I first examine representative examples of musical games in order to demonstrate children’s musicianship in relation to the concept of multimodality. Analysis reveals the games’ sophistication in terms of children’s deployment of multiple modes and the inventiveness their methods imply. Furthermore, a multimodal theoretical frame and analytical approach enables an understanding of musicality as the capacity to “design.” Second, children’s multimodal musicality prompts questions about how such musicality may become a resource in formal learning. I propose that applying the multiliteracies pedagogy to music education offers a methodological solution for “recruiting” musical games so that the capacities children demonstrate in their games may be developed.

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“…This article draws from a larger study of children’s musical games that connected them pedagogically to classroom practice (Harrop-Allin, 2010). Methodologically, I drew on K.…”

Section: Methodsmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

Multimodality and the Multiliteracies Pedagogy

Harrop-Allin

2017

Journal of Research in Music Education

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“…Harrop-Allin et al ,39 for example, argue for the need to respect professional terminology when it comes to arts interventions in health spaces, but—to be deliberately provocative—how much does it really matter that an applied dramatist is sometimes called a drama therapist? And how much of physiology does a sociologist need to understand to be beneficial in a hospital setting?…”

Section: Discussionmentioning

confidence: 99%

Biomedicine and the humanities: growing pains

2018

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In this article, we discuss the challenges facing humanities researchers approaching studies in clinical and community health settings. This crossing of disciplines has arguably been less often explored in the countries we discuss—Kenya, Tanzania and South Africa—but our experiences also speak to broader trouble with disciplinary ‘ethnocentrism’ that hampers the development of knowledge. After a brief contextualising overview of the structures within our universities that separate or link the humanities, medicine and social science, we use case studies of our experiences as an arts researcher, an anthropologist and a historian to draw attention to the methodological clashes that can hobble research between one disciplinary area and another, whether this manifests in the process of applying for ethical clearance or a professional wariness between healthcare practitioners and humanities scholars in health spaces. We argue overall for the great potential of humanities in the health ‘space’—as well as the need for improved dialogue between the disciplines to bring a diverse community of knowledge to bear on our understandings of experiences of health. And we suggest the need for a robust awareness of our own positions in relation to medicine, as humanities scholars, as well as a patient persistence on both sides of the humanities–health science equation to create a broader and ultimately more effective research system.

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“…With the support of a Wellcome International Engagement Award, SLF invited a team of microbiologists from the Water Resource Laboratory (WRL) at Stellenbosch University (SUN) to be the research partners in the BLH project. Two consultants with experience in community engagement and participatory methods (visual and musical) supported SLF with the design and facilitation of the BLH project activities ( 11 – 13 ). SLF and supporting consultants are hereafter named as the engagement team.…”

Section: Introductionmentioning

confidence: 99%

Steps Toward Engagement Integrity: Learning From Participatory Visual Methods in Marginalized South African Communities

Black

Sykes²

2022

Front. Public Health

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Community engagement and involvement have been increasingly recognized as an ethical and valuable component of health science research over the past two decades. Progress has been accompanied by emerging standards that emphasize participation, two-way communication, inclusion, empowerment, and ownership. Although these are important and noble benchmarks, they can represent a challenge for research conducted in marginalized contexts. This community case study reports on the methods, outcomes, constraints and learning from an NGO-led community engagement project called Bucket Loads of Health, implemented in the Western Cape province of South Africa. The independent project team used multiple participatory visual methods to foster two-way communication between members of two disenfranchised communities, Enkanini and Delft, and a group of water microbiologists at Stellenbosch University who were conducting research in Enkanini. The project was carried out during the 2018 Western Cape water crisis, under the growing threat of “Day Zero”. The resulting visual outputs illustrated the negative impacts of water shortage on health and wellbeing in these community settings and showcased scientific endeavors seeking to address them. Engagement included knowledge exchange combining body maps, role play performances and films created by the community members, with hand maps, posters and presentations produced by the scientists. Whereas these engagement tools enabled reciprocal listening between all groups, their ability to respond to the issues raised was hindered by constraints in resources and capacity beyond their control. An additional core objective of the project was to bring the impacts of water shortage in participating communities, and the work of the research team, to the attention of local government. The case study demonstrates the challenges that politically ambitious community engagement faces in being acknowledged by government representatives. We further the argument that research institutions and funders need to match professed commitments to engagement with training and resources to support researchers and community members in responding to the needs and aspirations surfaced through engagement processes. We introduce the concept of engagement integrity to capture the gap between recommended standards of community engagement and what is realistically achievable in projects that are constrained by funding, time, and political interest.

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“Humanising Healthcare Spaces”: Report on the Development and Impact of a Music Collaboration Between Community Music and Donald Gordon Medical Centre at the University of the Witwatersrand, Johannesburg, South Africa

Cited by 8 publications

References 27 publications

Multimodality and the Multiliteracies Pedagogy

Multimodality and the Multiliteracies Pedagogy

Biomedicine and the humanities: growing pains

Steps Toward Engagement Integrity: Learning From Participatory Visual Methods in Marginalized South African Communities

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