When singing strengthens the capacity to aspire: girls’ reflexivity in rural Bangladesh

Jordet, Maria; Gullestad, Siri Erika; Haavind, Hanne

doi:10.1080/14767430.2022.2095110

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…It was supplemented with in-depth interviews with the same participants and their three master teachers. However, I was also informed by previous fieldwork, as this is a longitudinal study (Jordet & Gullestad, 2020;Jordet et al, 2022). As a participant observer at the song schools, I have been able to get a sense of the community atmosphere and see how they practiced what they spoke about -aware that my presence would have an impact on their behavior, as described in the 'Hawthorne effect' (McCambridge et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…I also have video-recorded song sessions and classes. A second interpreter, a Bengali researcher without a personal connection to the participants, assisted in a second translation from the audio recordings to ensure the quality of the interpretation in the field (this is described more in detail in Jordet et al, 2022).…”

Section: Focus Groups and In-depth Interviewsmentioning

confidence: 99%

“…It is difficult for village girls to remain in the song school after puberty (seeJordet, 2022). Only one of the twelve students in the boat class was a girl.…”

mentioning

confidence: 99%

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Reclaiming songs of wisdom in rural Bangladesh

Jordet

2022

NJCIE

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What kind of music teaching and learning takes place among folk musicians and young ones, aiming to reclaim their oral tradition and educate new master teachers? This question will be answered by drawing on extensive fieldwork at nine song-and-music schools in rural Bangladesh, applying critical realism as a meta-theory. An overall aim is to expand views on what music teaching and learning can be, with potential implications for education beyond rural Bangladesh. The empirical material was collected through a focus group interview with 12 students in an advanced class and in-depth interviews with these students and their three master teachers. The analysis shows that the generational transmission can be seen as based on the ‘four pillars’ of music pedagogy. These are re-described through dialectical critical realism in an abductive process, showing that music pedagogy can open an ontology and dialectic on being and becoming human for the participants. Results are discussed with absence and remembrance as key concepts. The study provides practical and philosophical insights into a music pedagogy about deep learning and resonance: towards transformative praxis.

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Section: Methodsmentioning

confidence: 99%

Section: Focus Groups and In-depth Interviewsmentioning

confidence: 99%