The Politics of Diversity in Music Education

Intro -- Acknowledgments -- Contents -- About the Editors -- Introduction: The Politics of Diversity in Music Education -- 1 Introduction -- 2 Introduction of Chapters -- References -- Part I: Exploring the Politics of Inquiry in Music Education Research -- The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods -- 1 Introduction -- 2 Unstable Meanings -- 3 The Absence of Shortcuts -- 3.1 Radical Empiricism and Writing Culture -- 4 Sensuous Scholarship and Partial Truths -- 5 Cultural Responsiveness -- 6 Concluding Discussion -- References -- Body Politics: Positioning the Pregnant Researcher Amongst Asylum Seekers -- 1 Introduction -- 2 (Em)Bodied Research -- 3 Situating the Body -- 4 Performing the Body -- 5 The Pregnant Body -- 6 Body Matters: Concluding Thoughts -- References -- The Politics of Reflexivity in Music Teachers´ Intercultural Dialogue -- 1 Introduction -- 2 Reflexivity and Intercultural Engagement in Late Modernity -- 3 The Context -- 4 Research Approach -- 4.1 Empirical Material and Research Objectives -- 4.2 Approach to Analysis -- 5 Findings -- 5.1 The Journey from Reflection to Reflexivity -- 5.2 Reflexivity beyond the Existing Practices and Sociocultural Hierarchies: Emerging Meta-Reflexivity Supporting Professional... -- 5.3 Meta-Reflexivity on Epistemic Imperialism and Exploitation -- 6 Conclusion -- References -- Doing Dirty Work: Listening for Ignorance Among the Ruins of Reflexivity in Music Education Research -- 1 Introduction -- 2 The Reflexive Turn: A Promise of Rigor and Ethics -- 3 Reflexivity as a Hegemonic Virtue of Music Education Research -- 4 Reflexivity in Ruins -- 4.1 The Fine Line Between Introspection and Indulgence -- 4.2 Reflexivity as Apologia -- 5 Reflexivity on the Tree Line -- References -- Part II: Navigating Shifting Political Landscapes of Society and StateEducative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music -- 1 Introduction -- 2 Traditions and Curricula in Transition -- 3 Identify, Don´t Define -- 4 Respectful Inclusion -- 5 A Pedagogy of Partnership -- 6 Conclusion -- References -- To ``Move, Surprise, and Thrill´´: Thirty Years of Promoting Cultural Diversity in Norwegian School Concerts -- 1 Introduction -- 2 The School Concert -- 3 Historical Overview -- 4 National and International Policies -- 5 Cultural Diversity and Anti-racism -- 6 Democracy -- 7 Tradition and Hybridity -- 8 Art or Education? -- 9 Conclusion -- References -- The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism -- 1 China´s Dream -- 2 The Policy Demands of Music Education in a Changing Sociocultural Climate -- 3 The Study of Teachers´ Views on Creativity in Music Education: School Music Lessons in Beijing -- 3.1 Research Method -- 3.2 Major Findings of the Study -- 3.2.1 Teachers´ Perceptions of the Aims and Changes in School Music Education -- 3.2.2 The Use of Textbooks in Creativity Teaching -- 3.2.3 Recognising Creativity and Learning Diverse Music Styles -- 3.2.4 Fostering Musical Creativity and Its Limits in School Education -- 4 Discussion -- 5 Conclusion -- References -- ``Where the Social Stigma Has Been Overcome´´: The Politics of Professional Legitimation in Nepali Music Education -- 1 Introduction -- 2 Music and Stigma in Nepal -- 3 Mode of Inquiry -- 4 Legitimating Actions -- 4.1 Challenging Stigmatised Identities -- 4.2 Engaging Foreignness -- 4.3 Advocating Academisation -- 4.4 Countering Groupism -- 4.5 Promoting Professionalisation -- 5 Towards Professional Responsibility -- 6 Concluding Thoughts -- References -- Part III: Extending the Scope of Diversity in Music EducationThe Paradox of Democracy in Popular Music Education: Intersectionalizing ``Youth´´ Through Curriculum Analysis -- 1 Introduction -- 2 The National Core Curriculum and Popular Music in Finnish Schools -- 3 Theoretical and Analytical Lenses: Intersectionalizing Youth -- 3.1 The Method of Analysis -- 4 Intersectionality and Cultural Diversity as Addressed in the Finnish Core Curricula -- 4.1 Representing ``The Student´´: Identity Categories and Their Intersections -- 4.2 Representations of (Finnish) Culture and Cultural Diversity -- 4.3 Intersectionalizing ``The Youth´´ in PME -- 5 Discussion: Toward a More Complex Politics of Diversity in (Popular) Music Education -- References -- Where Does Diversity Go Straight? Biopolitics, Queer of Color Critique, and Music Education -- 1 Introduction -- 2 On the Discursive Limits of ``Diversity´´ -- 3 Neoliberalism, Biopower, Biopolitics -- 4 Historicizing/Racializing Gender/Sexuality Diversity in Music Education -- 5 Diversity Discourses in Music Education -- 6 Potentialities of Queer of Color Critique in Music Education -- References -- Cultural Diversity, Ecodiversity, and Music Education -- 1 Introduction -- 2 Ecodiversity -- 3 Indigenous North American Philosophies -- 4 Music Education for Ecological Sustainability -- 5 Conclusion -- References -- Part IV: Reconsidering the Politics of Music Education Leadership -- From a Different Place to a Third Space: Rethinking International Student Pedagogy in the Western Conservatoire -- 1 Introduction -- 2 The Economic Imperative of Internationalism in Higher Education -- 3 Conservatoires: Evading Four Decades of Debate on Cultural Diversity -- 4 Internationalization in Higher Education: Policy and Pedagogy -- 5 Constructing Diversity in the Conservatoire -- 6 From (Containing) Cultural Diversity to (Playing with) Cultural Difference -- ReferencesInternationalization, Hegemony, and Diversity: In Search of a New Vision for the Global Music Education Community -- 1 Introduction -- 2 What Is Internationalization? -- 3 The Framework -- 4 The Global Music Education Community Today -- 5 Conclusion -- References -- The Politics of Intercultural Collaboration in Higher Music Education: Challenges Seen from a Leadership Point of View -- 1 Introduction -- 2 Contexts and Sampling of Participants -- 3 Procedures, Analysis, and Theoretical Points of Departure -- 4 Challenges of Intercultural Collaboration -- 4.1 Common Challenges: Linguistic and Cultural Differences and Divergence of Expectations -- 4.2 The Perils of University (or School) Life: Lack of Time, Resources, and Opportunities -- 4.3 Challenging the Local Culture and Creating Controversies: Troubling Habits and Traditions -- 4.4 Institutionalized Distrust: Envy, Selfishness, Censorship, and Surveillance -- 5 Concluding Remarks -- ReferencesDescription based on publisher supplied metadata and other sources.Electronic reproduction. 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