Seizing the “Both/And” Moment

Marsh, Becky; Rodriguez, Adrienne M.; Lewis, Amy; Thomas-Durrell, Latasha; Hess, Juliet

doi:10.22176/act16.1.101

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…We must be careful to not allow one hegemonic power structure to be replaced with another in the name of reform. An eclectic approach, taking "what works" from the current context and adapting and evolving within each context might be the most effective strategy (see, e.g., Marsh, Rodriguez, Lewis, Thomas-Durrell, & Hess, 2017). This will only be possible if teacher agency can be more fully exercised.…”

Section: Discussionmentioning

confidence: 99%

Structure and agency in novice music teaching

Powell

2018

Research Studies in Music Education

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Using multiple interviews and observations, I chronicled the experiences of three novice music teachers in the United States over a 2-year period, including their student teaching internships and first years of in-service teaching. I analyzed these experiences through the lens of strong structuration theory, Stones’s (2005) extension and elaboration of Giddens’s (1984) original structuration theory. My guiding research questions were: a) How do the structures of music teaching within public schools in the U.S. enable and inhibit the agency of novice music teachers? and, b) How do the practices of novice music teachers reproduce, sustain, and change the structures of music education? I discuss how teacher educators, preservice teachers, and in-service teachers can work together in dialogue to assist novice music teachers in cultivating agential resistance by developing perceptions of power/capability, adequate knowledge, and requisite reflective distance.

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Section: Discussionmentioning

confidence: 99%

Structure and agency in novice music teaching

Powell

2018

Research Studies in Music Education

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“…In this article, we focus on how teachers and students experience and talk about studentteacher relationships in HME. Scholars focusing on primary and secondary music education have asked for transformation (Jorgensen, 2003), for remixing 1 from a closed toward an open pedagogical approach (Allsup, 2016), and for a "both/and" approach (Marsh et al, 2017) toward pedagogy. In the field of HME, relational binaries have been noticed and labeled as monologic versus dialogic (Holmgren, 2022), and authoritarian versus self-directed (Burwell, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…We begin this investigation at the relational level. In line with Marsh et al (2017) and Gaunt et al (2021) we aim to explore a "both/and" approach to teaching and learning, where "open" and "closed," monologic and dialogic, authoritarian and self-directed, and hegemonic and intercultural tensions are intertwined and performed in parallel. We explore relational pedagogy (Uljens & Kullenberg, 2020) combined with Allsup's (2016) moral perspective on music education, where the presentation of musical content, encouragement of critical reflection, and common exploration are seen as equally important and intertwined tasks in music teaching.…”

Section: Introductionmentioning

confidence: 99%

Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension

Almqvist,

Werner

2023

Research Studies in Music Education

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When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.

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Frontiers of difference: a duo-ethnographic study of social justice in music education

Lewis

Christophersen

2021

Music Education Research

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Seizing the “Both/And” Moment

Cited by 5 publications

References 5 publications

Structure and agency in novice music teaching

Structure and agency in novice music teaching

Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension

Frontiers of difference: a duo-ethnographic study of social justice in music education

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