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Viimeksi tallennetut
- Kroppslig gitarrundervisning : En kvalitativ studie i att undervisa gitarrspel med fokus på det kroppsliga
- Gender-Inclusive Ecological Transitions in Music Education : Repoliticising the Production of Public Spaces for Musical Heritage
Landscapes: the arts, aesthetics, and education : 41 (Springer, 2026)While sustainability is often framed as an environmental issue, and research on sustainability in music and music education largely focuses on preserving musical ecosystems, this chapter considers sustainability in terms of the social production of public musical spaces, particularly in relation to gender equality. More specifically, it promotes gender inclusive ecological transitions in the musical heritage contexts of contemporary Nepal, and thereby more systemic support towards sustainability in the whole of society. Through an interview case study with indigenous Newa women in the Kathmandu Valley, who continued to make music following their participation in an inclusionary activist intervention, we explore the complex gender politics of music making and the barriers the women face participating in traditionally male-dominated musical spaces. By reframing musical heritage as an evolving and contested political space, as illustrated through the Newa women’s narratives, the chapter calls for critical rethinking to move beyond monolithic traditions, arguing that women’s inclusion in public heritage practices can systematically contribute to sustainability. - Counter-Labelling as a Political Act Towards Sustainability : Ecological Transitions in and Through Finnish Folk Music Education
Landscapes: the arts, aesthetics, and education : 41 (Springer, 2026)This chapter critically examines the implications of labelling in music education, emphasising that labels construct music educators’ understanding of the world. Labels can equally maintain hierarchies as they can become instruments for activism and transformative institutional processes, thereby offering the potential for counter-labelling as a means of democratisation. The chapter examines the political use of the label ‘folk music’ in music scholarship and explores professional education in folk music in the Nordic countries, and Näppäri music education in Finland, to illustrate how labelling and counter-labelling processes are political acts within institutionalised music education. The chapter highlights the potential for critical counter-labelling to enhance counter-practices and transformative transitions that challenge music educators’ mental models and hierarchical institutional norms, and thus expands the understanding of music education. It argues that labels used in categorising musical genres, students, and pedagogical approaches are dynamic and inherently political, creating both positive and negative consequences, and advocates for a critical examination of labelling processes to encourage music educators to engage in practices that contribute to sustainable social and cultural change. - The Potentials of Ecological Thinking for Music Education Professionalism : A Scoping Review
Landscapes: the arts, aesthetics, and education : 41 (Springer, 2026)This chapter explores ecological thinking in music education research through a scoping review. Based on our analysis of 24 documents identified through a systematic search strategy, we identified seven thematic groups of theoretical or phenomenal congruence: bioecological model of human development; learning ecologies; teacher agency; ecological literacy; musical experience; quality of learning environments; and perception. The diversity of these thematic groups represents various ventures into ecological thinking in music education, and we argue that these lines of thinking hold potential for responding to recent calls for a changing professionalism in music education. Ecological thinking devotes attention to issues of interconnectedness and complexity, thereby preparing the ground for a transition in music education discourse from an ego-logical towards an eco-logical rationality. It supports reaching beyond music-only thinking to consider the ethical responsibility of the musical professional in relation to the world. Paradoxically, however, some ecological theorisation still centres the individual, and we conclude by proposing that researchers and practitioners explore theoretical ideas such as adaptive change theory within music education to further support transitions from ego-logical to eco-logical rationalities. - Introduction : Ecological Transitions in and Through Music Education
Landscapes: the arts, aesthetics, and education : 41 (Springer, 2026)This book explores music education in a rapidly changing world by bringing together and amplifying the work of music educators who choose to be proactive agents working to shift the conduct, aims, and values of music education towards a deeper consideration of societal and planetary sustainability. Taken as a whole, the authors in the book argue that music educators have the opportunity to both shape transitions in music education itself, away from self-centred or music-centred approaches towards more world-centred approaches, and to imagine and influence transitions in societal domains such as culture, economics, and politics from within music education. The book’s introduction frames the chapters through the five axes for strategic action suggested by anthropologist Arturo Escobar as supporting ecological transitions: (i) the recommunialisation of social life; (ii) the relocalisation of social, productive, and cultural activities; (iii) the strengthening of autonomies for local communities; (iv) the simultaneous depatriarchalization, de-racialization, and decolonization of social relations; and (v) the re-earthing of life. This framing allows the authors as a collective to provide a basis for a comprehensive and integrated vision of music education professionalism that reaches beyond existing ego-logical frames, ultimately co-designing a world where many worlds can co-exist.