ERIC Number: EJ1112357
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Music Educated and Uprooted: My Story of Rurality, Whiteness, Musicing, and Teaching
Shevock, Daniel J.
Action, Criticism, and Theory for Music Education, v15 n4 p30-55 Aug 2016
This article provides a glimpse into one person's subjective experiences of rurality, Whiteness, musicing, and teaching. Experiences are shared narratively around the central metaphor: roots. This autoethnography was guided by the question: how has the intersection of rurality, Whiteness, and poverty affected my attitudes, actions, and roles relative to music teaching and learning? Music education, a modern certainty that is usually portrayed as a universal good, is challenged as uprooting. This institution is inextricably linked to scarcity, transforming people into homo educandus musicae--s/he who believes that music education is a prerequisite to meaningful musicing. Homo educandus musicae, with more music education, emerges further and further uprooted from soil. A rerooting music praxis--in which students' local places are understood as valuable resources for school music and not places to be left behind in the search for better, more cultured musics--is recommended.
Descriptors: Music Education, Music, Ethnography, Music Teachers, Teaching Methods, Rural Areas, Catholics, Whites
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland; New Jersey; Pennsylvania
Grant or Contract Numbers: N/A