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Full Description
This book contributes to a future-focused, environmentally responsible, relationally and socially engaged, ecological discourse of music education professionalism. The authors in this edited volume engage with effecting change by interrogating fundamental disciplinary values and imagining possibilities for music and music education to be a resource and catalyst for change. Together, the chapters address two interrelated questions: What kind of music education will survive societal and planetary transitions, and perhaps more importantly, what kind of music education can impact society amidst this transition?
The axes of transformation suggested by Arturo Escobar (recommunalisation; relocalisation and strengthening autonomies; depatriarcialisation, de-racialisation and decolonialisation; and re-earthing) frame the book as a whole, while individual chapters focus on themes such as civic imagination, climate justice, ecological thinking, gender equality, innovative pedagogy, migration, music heritage, transdisciplinary collaboration, transindividualism, and professional responsibility. The richness of the perspectives presented will inspire readers to recognise possible arenas for change in their own contexts.
Contents
Part1 Introduction.- 1. Introduction: Ecological transitions in and through music education.- 2. The potentials of ecological thinking for music education professionalism: A scoping review.- Part 2. Recommunalisation.- 3. Transformative dialogue in music teacher education: A duoethnographic journey towards planetary well-being.- 4.Transindividual music education: Music as a practice of interbeing and its role in evolutionary social change.- 5. Music making as civic imagination: A journey to Terrapolis.- Part 3. Relocalisation and Strenghthening Autonomioes.- 6. Strengthened heritage ecology as a means of sustainable development in and through music education: Case Abaim, Mauritius.- 7. Counterlabelling as a political act towards sustainability: Ecological transitions in and through Finnish folk music education.- 8. Language-aware choir practice for adult immigrants: Paving the way to transdisciplinary transitions.- Part 4. DEPATRIARCHALISATION, DE-RACIALISATION, AND DECOLONISATION.- 9. Gender inclusive ecological transitions in music education: Repoliticising the production of public spaces for musical heritage.- 10. Educating artists-in-the-world: Disrupting Higher Music Education pedagogies.- 11. Artful teaching in South Africa: Ethnomusicology lecturers' endurance and strategies during the pandemic.- Part 5 . RE-EARTHING.- 12. Must we define music as an anthropocentric endeavour? Toward an eco-centric identity.- 13. Experimenting with art-science collaboration in higher music education: Toward ecological musicianship? .- 14. Ecological music education in the making: Insights and logics in the formation of a German disciplinary discourse.- Part 6. CONCLUSION.- 15. Countering the 'great regression': Expanding professional responsibility in music education.
