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ERIC Number: EJ804676
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1545-4517
Making Music, Making Selves, Making It Right: A Counterpoint to Rhoda Bernard
Roberts, Brian A.
Action, Criticism, and Theory for Music Education, v6 n2 p1-13 Oct 2007
In this article, the author argues that the Rhoda Bernard (2005) paper "Making Music, Making Selves" is seriously flawed in research design, literature review and, more importantly, in its conclusions. Bernard's hammering of the idea of self as having multiple identities is well taken, but today it is more than accepted as a given. The problem is not having multiple or even conflicting identities but where these identities are attempted to be played out. This is one place where Bernard gets into deep trouble. While Bernard claims to be studying the "professional identities of school music teachers" she later builds her argument on her subject Lorraine's giving "concerts in her spare time." The author also takes issue with Bernard's conception of identity. Bernard first claims that identity is "processual, as positions and contexts." She goes on to add that these constantly shift and are constructed on multiple levels. Despite the claim of process, identity in Bernard's model is largely static. She offers gender, age, class, race, ethnicity and status as well as several role labels such as musician, teacher and researcher to build her case for identity. While these may play a part in the construction of an Actor's identity, they do not in any way solve the mystery. They are, necessary but insufficient! They are necessary because they are largely unavoidable. The author finds that the Bernard study leaves the true nature of music teacher identity largely unexplored.
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; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A