This important book offers an ontology of inclusive practice in music education and community music, addressing the question of how inclusive pedagogy functions. It provides a detailed exploration of the fundamental principles underlying inclusive pedagogy in music, and a thoroughly educational framework for inclusive practice.
Drawing on 20 years of research into the relationship between pedagogy and inclusion across music education, teacher education, and community music, the book introduces a mechanism to view and understand both exclusory and inclusive practice. It unpicks issues related to who can teach music, what music as a subject is, and the impact of the excellence agenda on music education. Readers are introduced to a set of principles of inclusive pedagogy that underpin practice, and invited to consider how these principles might work for them. Enriched with stories from her own educational practice, Henley confronts assumptions and fixed viewpoints, interrogating these through a research base that brings together studies exploring Primary schools and class teachers, community music projects, adult musical learning, Higher Education, and music in prisons to draw out her own growth through enacting inclusive pedagogy.
Solidly grounded in practice and research, Inclusive Pedagogy in Music Education enriches the conversation around inclusive practice in music pedagogy for researchers and students in music education, curricular leaders, and working music educators, and allows those already working with an inclusive framework to reinvigorate their practice.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Postgraduate and Undergraduate Advanced
Illustrationen
14 s/w Zeichnungen, 16 s/w Abbildungen, 2 s/w Photographien bzw. Rasterbilder
14 Line drawings, black and white; 2 Halftones, black and white; 16 Illustrations, black and white
Maße
Höhe: 229 mm
Breite: 152 mm
Gewicht
ISBN-13
978-1-032-53913-3 (9781032539133)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Jennie Henley is Director of Programmes and Professor in Music Education at the Royal Northern College of Music, Manchester, UK.
Preface: My story
Why pedagogy and inclusion?
Decisions as an educator: the 'Good' factor of exclusionary practice
A young musician: lived experience of exclusionary practices
Moving into academia: understanding pedagogy and reflecting on excellence?
Chapter 1: To begin with an ending
Arriving at pedagogy and inclusion
Enacting change through pedagogy
Ideas, themes and questions
The centrality of belonging
The deficit approach
Training and education
Exploring the book
Chapter 2: Understanding Pedagogy
Understanding pedagogy
Conceptualising pedagogy
Learning theory
Pedagogy as action
What is inclusive pedagogy?
The challenges of inclusive pedagogy in music education
Value
Context
Measurement
Process/product
Pedagogy
Chapter 3: Pedagogy and inclusion
Cultural Historical Activity Theory
The Activity System
Working to an objective
Mediators
The community of learning
Social conventions
Participation
Back to pedagogy
Pedagogy and Inclusion
Pre-determined outcomes
Matching the community
Understanding participation and progress
Belonging
Chapter 4: The excellence agenda
The inclusive/exclusive conundrum
Collaborating beyond own experience
Training for excellence
Excellence in performance and teaching
The relativity of musicianship
Systems, structures and experience
Excellence as experience
Chapter 5: Musical starting points
Student teachers as musical adults
Reflection as research
Current musical activities
Prior musical activities
English student teachers in the international context
A musical baseline
Musical profiles
Confidence in context
Chapter 6: Who can teach music?
Expertise
Being qualified
A deficit approach
Primary teachers can't teach music
Musicians can't teach
Teachers teach to the test
The talent effect
There is no guarantee of quality
Quality as care
Embracing difference, working together and teaching all
Chapter 7: Starting with the self
Reflection and reflexivity
The place of identity in activity
Being successful
Identity in sociocultural theory
A safe place to be vulnerable
Chapter 8: Difference is essential
Why do we study music?
Pursuing excellence?
The question of practice
Navigating predetermined contexts
Starting with what the children already know
Z's story
P's story
Working creatively with other subjects
S's story
Embracing difference
N's story
E's story
Chapter 9: Vulnerability as growth
Socio-emotional growth
Socio-emotional growth of educators
Development of musicians
Development of teachers
Development of mentors
Being open to development
Stories of growth
Sandra's story
Alicia's story
Jody's story
Returning to pedagogy
