Perspectives of a Rural Music Educator: A Narrative Journey Through 'Sense of Place'

Abstract


 
 
 
 There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining to education. Discrepancies exist in definitions of rural and rurality. What is the meaning of rural, and how do educators define their teaching praxes? This study explores how one music teacher negotiates her role identity in a rural setting through the conceptual framework of sense of place, and how ‘place’ influences her education praxis. Grounded in the narrative methodological perspectives of Connelly and Clandinin (2006), this study investigates the lived experiences of one educator from a place-based lens. Findings indicate that a place-based curriculum may highlight positive aspects of rural areas, address shortcomings, and encourage rural youth to return to their rural roots.
 
 
 
 

A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course

“…Adapting and enhancing curricular materials with local or regional content is not limited to rural settings but may be a more common practice there. The ways rural teachers develop place-based curricula to reflect the local geographical setting is an extension of community involvement in schools (Bates, 2018;Spring, 2013). Participants articulated the centrality of their schools in community life, especially when they "embrace[d] the benefits of smallness" (Bates, 2018, p. 7).…”

Cross-cultural understanding: The role of rural school–community music education partnerships

“…A. Wright, 2007). At least three music education researchers have examined music education in rural communities in Canada for their doctoral research, drawing on place-based education theory (Brook, 2011; Prest, 2014; Spring, 2013). But while a place-based approach emphasizes local geographies, knowledge, and activities, it does not call into question notions of power or privilege with relation to education.…”

Placed-Based Music Education: A Case Study of a Rural Canadian School

“…In many rural communities, the school is often the main social network for the community, and it therefore has a significant role in supporting the transmission of its cultural identity (Brook 2011;Cochrane 1981;Sher 1977). Music programs in these rural communities not only offer opportunities for students to become musicians, but also provide musical activities that include community members, thereby facilitating the development of reciprocal and interactive relationships among the music teacher, the students, and the community (Brook 2013;Hunt 2009, Isbell 2005Prest 2013;Spring 2014;Wilcox 2005). These practices have the potential to impact positively both the students in the school as well as the community at large and the principles that underpin these experiences have the potential to inform the development of music education programs in other communities.…”

“…The use of student expertise helped define these music programs as place-based, since place-based programs promote finding assets within the community, and emphasize the importance of interdependence (Brook 2013;Gruenewald and Smith 2008;Hunt 2009;Isbell 2005;Wilcox 2005;Prest 2013;Spring 2014). In Bella Coola, the Band program combined grades, wherein experienced students were required to help novice students develop their technique.…”