“It Depends:” From Narration Sickness to Wide Awake Action in Music Education

C. Bernard, Matthew Rotjan
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Abstract

In this article, we query how action is contextualized and used in music education, centering the discussion around problems of calling for change without taking action, what Paulo Freire terms “narration sickness.” Narration sickness manifests in social media, conferences, and professional development sessions—where words convey ideas as grand narratives, devoid of context, causing a division between those who present ideas from those who enact them in practice. We describe how music educators may become unintentional slacktivists, “woke” to the need for action, attempting to improve the field with limited (if any) action at all. We invite music educators to counter “wokeness” with what Maxine Greene calls being “wide awake,” offering examples of educators who demonstrate change. We seek to expand the definition of action, drawing upon what Freire and Marx term as praxis, seeking actionable approaches in teaching, researching, and learning across age levels, settings, and contexts.
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“视情况而定”:从叙事病态到音乐教育中的清醒行动
在这篇文章中,我们质疑行动是如何被语境化和在音乐教育中使用的,围绕着保罗·弗莱雷所说的“叙述病”,即呼吁改变而不采取行动的问题进行讨论。叙述病表现在社交媒体、会议和专业发展会议上——在这些场合,语言以宏大的叙事方式传达想法,缺乏背景,导致提出想法的人和在实践中实施想法的人之间产生分歧。我们描述了音乐教育者如何成为无意的懒人行动主义者,“觉醒”到行动的需要,试图用有限的(如果有的话)行动来改善这个领域。我们邀请音乐教育工作者用玛克辛·格林所说的“完全清醒”来对抗“清醒”,并提供展示改变的教育工作者的例子。我们试图扩展行动的定义,借鉴弗莱雷和马克思所说的实践,在教学、研究和跨年龄、跨环境、跨背景的学习中寻求可操作的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
自引率
0.00%
发文量
8
审稿时长
28 weeks
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