The art(s) of getting lost: Halting places for culturally responsive research methods

Research output: Chapter in Book/Report/Conference proceedingBook chapterpeer-review

Abstract

This chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
Original languageEnglish
Title of host publicationThe Politics of Diversity in Music Education
EditorsAlexis Anja Kallio, Heidi Westerlund, Sidsel Karlsen, Kathryn Marsh, Eva Sæther
PublisherSpringer Nature
Pages15-27
Number of pages13
ISBN (Electronic)978-3-030-65617-1
ISBN (Print)978-3-030-65616-4, 978-3-030-65619-5
Publication statusPublished - 2021

Publication series

NameLandscapes: Arts, Aesthetics
PublisherSpringer Nature
ISSN (Print)1573-4528
ISSN (Electronic)2214-0069

Subject classification (UKÄ)

  • Music
  • Educational Sciences

Keywords

  • Music education
  • Policy
  • Diversity
  • Research methods

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