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Engaging Practitioners as Inquirers : Co-constructing Visions for Music Teacher Education in Nepal
Landscapes: the arts, aesthetics, and education : 26 (Springer, 2019)
kirjan osaThis chapter explores how co-constructing visions might engage teachers as inquirers in a ‘majority world’ context by reflecting on a series of 16 Appreciative Inquiry workshops involving over 50 musician-teachers in the ...
lehtiartikkeliThis article draws on a classroom project to explore the complexities of collaborative teaching within the music classroom, where a professional team collaborated to facilitate digital music-making at a lower secondary ...
Teacher educators’ visions of pedagogical training within instrumental higher music education : A case in Finland (Cambridge University Press, 2014)
lehtiartikkeliThe purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical ...
Landscapes: the Arts, Aesthetics, and Education : 29 (Springer, 2021)
kirjan osaIn this chapter, we explore the politics of music teacher reflexivity that emerged in a transnational collaboration between two institutions, the Nepal Music Center (NMC) and the Sibelius Academy, University of the Arts ...
“Where the Social Stigma Has Been Overcome” : The Politics of Professional Legitimation in Nepali Music Education
Landscapes: the arts, aesthetics, and education : 29 (Springer, 2021)
kirjan osaThis chapter explores the actions musician-teachers in the extremely diverse and complex context of the Kathmandu Valley imagine that might hold potential for contesting and altering processes of marginalisation and ...