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Meeting the musician-teacher halfway: a Baradian perspective on identity research in music education.
- Source :
-
Music Education Research . Jul2024, Vol. 26 Issue 3, p318-333. 16p. - Publication Year :
- 2024
-
Abstract
- This theoretical paper explores how researching the identities of musician-teachers can be differently conceptualised through a critical posthuman lens. Wider calls to action demand an expanded professionalism of musician-teachers, but when such recommendations are combined with fixed notions of identity as self-contained and producible, they risk becoming essentialistic and exclusionary. Foregrounding the intricacies and tensions in locating the teacher subject therefore posits a need for theories of complexity and becoming. Barad's agential realism provides an onto-epistemological shift, such that the musician-teacher is not separable from the world, but intra-actively comes into being through a relational ontology, exposing identity as a mechanism of capture through series of agential cuts. These material-discursive entanglements and performativity of the dichotomous musician-teacher role are then discussed. By thinking difference differently and addressing relations of power, these have ethical implications for research and what comes to matter, drawing on non-representationalism and signalling post-qualitative methodologies. This philosophical framing does not serve to reduce complexity, to figure out what works, but rather stays with the trouble – the messiness – by arguing for future empirical work that is inclusionary in the widest sense and grounded in the embodied, affective experiences of musician-teachers themselves. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 14613808
- Volume :
- 26
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Music Education Research
- Publication Type :
- Academic Journal
- Accession number :
- 178089156
- Full Text :
- https://doi.org/10.1080/14613808.2024.2341237