Robbed or Released by the Pandemic? The Dynamics of Integrating and Situating Musician Identity Learning

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Vocations and Learning Pub Date : 2024-04-02 DOI:10.1007/s12186-024-09346-1

引用次数: 0

Abstract

The aim of this paper is to contribute to a better understanding of musician identity learning. Identity is a significant driving-force behind many artistic vocations. However, identity may also pose challenges such as vulnerability, burnout and conflict of commitment. The paper focuses on musician identity, based on interviews with classical and rock musicians during the COVID-19 pandemic. Analyses reveal that the musicians are either in integrating or situating musician identity learning, two different processes discussed as dynamically interrelated and depending on life situation. The paper argues that breaks of normality accentuate challenges stemming from musician identity and that the proposed learning processes are responses to those challenges, which is previously under-explored. The paper concludes that many musicians or other artistic practitioners likely struggle to de-centralize their identity in order to foster a sustainable vocational career and personal growth, and that temporary career breaks may provide necessary relief and learning space.

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被大流行 "抢 "还是 "放"？音乐家身份学习的整合与定位动态

摘要本文旨在帮助更好地理解音乐家身份学习。身份认同是许多艺术职业背后的重要驱动力。然而，身份认同也可能带来挑战，如脆弱性、职业倦怠和承诺冲突。本文以 COVID-19 大流行期间对古典和摇滚音乐家的访谈为基础，重点探讨音乐家的身份认同。分析表明，音乐家们要么正在进行音乐家身份学习的整合，要么正在进行音乐家身份学习的情景化，这两个不同的过程被认为是动态相互关联的，并取决于生活环境。论文认为，常态的打破加剧了源于音乐家身份认同的挑战，而所提出的学习过程则是对这些挑战的回应，而这一点此前还未得到充分探讨。本文的结论是，许多音乐家或其他艺术从业者可能会努力去中心化他们的身份，以促进可持续的职业生涯和个人成长，而临时的职业中断可能会提供必要的缓解和学习空间。

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来源期刊

Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

17.90%

发文量

期刊介绍： Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.