“Ma’am! You’re Being Randomly Checked”: A Music Education Terrorized

Niknafs, Nasim

doi:10.22176/act16.3.48

Cited by 7 publications

(2 citation statements)

References 11 publications

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“…I have elsewhere examined my own music education as a born and raised female Iranian musician, music educator, and scholar (Niknafs, 2017b). My official education started only a few years after the 1979 Revolution in a northern city in Iran amid the Iran–Iraq War (1980–1988).…”

Section: Mode Of Inquirymentioning

confidence: 99%

“…However, I have never felt that it was lacking from my upbringing and education. Nonetheless, when I left the country to “legitimately” pursue music education as a course of study, I realized that the context of my and so many of my fellow Iranian students’ music education was a holistic music education (Niknafs, 2017b)—not necessarily simply informal or community music, terms generally positioned against formal and school music education in the global-north-centric discourse of music education. It went beyond musicking (Small, 1998).…”

Section: Mode Of Inquirymentioning

confidence: 99%

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Music education as the herald of a cosmopolitan collective imperative: On being human

Niknafs

2019

International Journal of Music Education

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Even though scholars have pointedly embraced ethical matters in music education within the global context, there has been relatively little attention paid to the concept of cosmopolitanism. While keeping in mind that the concept of cosmopolitanism is a complex and multifaceted phenomenon that can be read and implemented in many ways, the aim of the current narrative inquiry is to highlight the significance of the human connection—a notable feature of moral cosmopolitanism, and by extension, cosmopolitanism from below—inherent in, and possibly the most prominent aspect of music education practices, regardless of their position in the formal–informal spectrum of such practices. In this context, music education becomes a lifestyle—whose participants cultivate their ethical sensitivities toward human connection—that has the capacity to alleviate the human sufferings occurring globally. By telling the life stories of Behzad Khiavchi, the lead musician of a trans-Iranian band, this article aims to highlight the cosmopolitan collective imperative, a fundamental characteristic of music education, as the harbinger of a more caring world.

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Section: Mode Of Inquirymentioning

confidence: 99%

Section: Mode Of Inquirymentioning

confidence: 99%