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Engaging Practitioners as Inquirers : Co-constructing Visions for Music Teacher Education in Nepal
(2019)
kirjan osa
kirjan osa
This 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 ...
“Where the Social Stigma Has Been Overcome” : The Politics of Professional Legitimation in Nepali Music Education
(2021)
kirjan osa
kirjan osa
This 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 ...