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Breaking the Silence: Microaggressions in Music Education
No full textAt predominately white institutions (PWIs), Black, indigenous, and people of color (BIPOC) students encounter numerous obstacles, including culture shock and hostile environments that undermine their intellect and humanity (Dancy et al., 2018). The purpose of this research study addresses the challenges faced by BIPOC students at PWIs, with a specific focus on university music education programs. University music programs largely adhere to Eurocentric Conservatory models that uphold the supremacy of whiteness in the field (Kajikawa, 2019).
Consequently, BIPOC students who are admitted to these programs face additional assaults on their identity through the curriculum, environment, and interpersonal connections, specifically in the form of microaggressions (McCall et al., 2023). If left unaddressed, microaggressions, defined as everyday indignities that convey prejudice, can have harmful consequences (Smith, 2011).
To honor and recognize the origins of Kitchen Table: Women of Color Press, which was fundamentally by and for women of color, we (a heterosexual Filipino-American doctoral student and a queer Afro-Latine doctoral student from the deep South) initiated a study utilizing a kitchen table reflexivity methodology (Folkes, 2022; Kohl & McCutcheon, 2015). Rooted in the Black radical tradition and critical race theory (CRT), Kitchen Table Talks urge researchers to actively identify and name the origins of racist injuries (Geist-Martin et al., 2010; Lapadat et al., 2010; Yosso et al., 2013). This reflexive method emphasizes personal reflection, collaboration, contextualization, reflexivity, and narrative. Using kitchen table reflexivity, the researchers critically examined and challenged dominant cultural norms, developed strategies to navigate academic spaces, and voiced their experiences regarding microaggressions. They explored the complex and nuanced intersections of their experiences in terms of gender, ethnicity, class, and religion, creating a counter-hegemonic space that welcomed open and transparent discussions. Data was collected through collaborative dialogue facilitated by prompts and reflective writing.
The researchers’ exploration of their experiences with microaggressions offers a comprehensive understanding of the challenges faced by BIPOC students in the music education field, addressing issues related to exclusion, isolation, and burnout. Overall, this study is a valuable contribution to the field of music education and demonstrates the power of autoethnographic methods, CRT, and kitchen reflexivity in creating inclusive spaces where marginalized voices can be heard and valued. The researchers’ insights and strategies for navigating academic spaces can be applied to music teacher education programs and beyond, aims for systemic change at PWIs, and supports diversity and inclusive spaces for BIPOC students.
Not My Tempo: The Contributions of an Audible Metronome to Temporal and Rhythmic Evenness
No full textMetronomes are a near-ubiquitous feature of contemporary music studios and practice rooms in the Western world. Ever since Maelzel patented the first metronome around the time of Beethoven (c. 1815), musicians at all levels of experience and expertise have relied on them to assist in the refinement of timing. Although there exist many prescriptions by music pedagogues about how and when to employ metronomes during practice (Byo, 2004; Franz, 1964; Kiveman & Oppelt, 1984; Viviano, 1987), whether those prescriptions are actually followed by aspiring musicians and whether they are in fact useful, even if followed, remain unanswered questions in music learning. We designed our study to answer the following questions with musicians of varied levels of experience and expertise: (1) Do musicians tap isochronous tones more accurately and/or evenly when tapping with an audible metronome than without one? (2) To what extent does tapping accuracy vary among tempos? and (3) To what extent does accuracy vary over time? Thirty-six instrumental and vocal musicians at the undergraduate, graduate, and professional levels participated in the study. Participants completed twelve 30-second tapping tasks on their computer using the Labvanced platform. In the first six tasks, participants tapped quarter, half, and eighth notes along with an audible metronome at 100 BPM and 60 BPM. During the final six tasks, participants tapped the same rhythmic figures at the same tempi, but the metronome sound ended after four preparatory clicks. Following each task, participants self-evaluated their accuracy on a six-point Likert-type scale. Participants also answered demographic questions about their music training, instrument family, primary performance genre, and frequency of metronome use. Following data collection, we calculated mean accuracy scores, mean inter-onset intervals, and coefficients of variation for each task. Unsurprisingly, we found consistent differences in mean accuracy scores with an audible metronome improving accuracy. However, an interesting additional finding was that mean interonset intervals were typically very even. In other words, whereas participants experienced cumulative drift, the space between their taps was relatively consistent and close to the target rhythms
Writing Is Vision Is Sound Is Word: Surveillance Systems in Jeff VanderMeer’s Dead Astronauts
No full textHow can literary works recast visual models of surveillance systems when writing is itself a visual technology? Writing’s essential visual affordances mean that novels cannot claim to impart aesthetic experiences that inherently disrupt the surveillant knowledge regimes to which they are bound. Within this article, I outline recent scholarship that troubles this relationship. I compare literary representations of the surveillance state and surveillance resistance in Orwell’s Nineteen Eighty-Four (1949) to Jeff VanderMeer’s experimental, multimodal novel Dead Astronauts (2019). Nineteen Eighty-Four has long been considered outdated, in metaphor and systemic reality. But what more can one expect when the affordances of writing are left unraveled? Dead Astronauts is a text to which we might turn for this undoing. Visual knowledge is taken to task through its form—tactile and visual ways of reading are combined to render the novel’s multi-species dialogue around surveillance resistance. Dead Astronauts offers an updated aesthetic approach to how novels can, at the level of form, disrupt visual knowledge systems. It is because the novel experiments with the boundaries of written language that it manages to successfully voice critiques of racialized surveillance capitalism, ecological crisis, and the failure of anthropocentric priorities in resistance movements. An allegorical cast of non-human, chimeric characters are exploited by the novel’s formal structure, enacting surveillance capitalism’s extraction of data’s raw materials: mind, imagination, and future behavior. The novel’s form is a cipher that troubles whether a readerly interest in solution begets reward. Dead Astronauts shows that exemplary surveillance novels must do more than mirror the warping nature of a multisensory surveillance assemblage through traditional narrative. Multimodal novels that thoroughly metabolize algorithmic surveillance via the proximal dissection of language might recruit resistant, critical subjects, or readers who understand that visuality is a limited paradigm for perceiving a future whose face we increasingly fail to recognize
In a State of Emergency: Martin Carter’s Poems of Resistance and Surveillance
No full textThis essay reads Guyanese poet, Martin Carter’s Poems of Resistance from British Guiana (2006 [1954]) as well as letters from a declassified M15 file collected in the state of emergency declared when the British invaded the colony in 1953. Using surveillance theories, particularly by Nadera Shalhoub-Kevorkian (2015), the paper discusses how surveillance works as a colonizing strategy through fear and insecurity. It argues that the heightened surveillance enacted under the emergency presents an obscene familiarity that Carter captures in close sensory imagery evoking the distortive transformation of familiar physical spaces, quotidian routines, and geographies of the mind. The close analysis of the poems focuses on Carter’s use of sound and time to come to terms with this intimate assault
La culture du traumatisme et la crise de la COVID-19
No full textThis article reviews the genealogy and main assumptions of trauma culture in view of its extensive application during the recent COVID-19 pandemic. First, it summarises the crystallisation and development of the contemporary doctrine of (psychological) trauma in clinical psychiatry, psychopathology and psychoanalysis. It then presents the (problematic) translational concept of cultural trauma and offers some reflections on the global understanding of human catastrophes (caused by either collective violence or natural disasters) as traumatic events. Finally, it offers some concluding remarks on the contrast between the (relative) relevance of the trauma narrative in accounting for individual suffering and its (limited) performance in reflecting the final course of a health crisis that in its early stages seemed to threaten our way of life and our values.
Keywords: epidemics, mental health, narrative, trauma, cultural historyEste artículo revisa la genealogía y los principales supuestos de la cultura del trauma en vista de su amplia aplicación durante la reciente pandemia de COVID-19. En primer lugar, resume la cristalización y el desarrollo de la doctrina contemporánea del trauma (psicológico) en la psiquiatría clínica, la psicopatología y el psicoanálisis. Luego presenta el (problemático) concepto traslacional de trauma cultural y ofrece algunas reflexiones sobre la comprensión global de las catástrofes humanas (causadas ya sea por violencia colectiva o por desastres naturales) como eventos traumáticos. Finalmente, ofrece algunas observaciones finales sobre el contraste entre la relevancia (relativa) de la narrativa del trauma para dar cuenta del sufrimiento individual y su desempeño (limitado) para reflejar el curso final de una crisis de salud que en sus primeras etapas parecía amenazar nuestro camino. de vida y nuestros valores.
Palabras clave: epidemias, salud mental, trauma, narrativa, historia culturalCet article passe en revue la généalogie et les principales hypothèses de la culture du traumatisme au vu de son application étendue lors de la récente pandémie de COVID-19. Premièrement, il résume la cristallisation et le développement de la doctrine contemporaine du traumatisme (psychologique) en psychiatrie clinique, en psychopathologie et en psychanalyse. Il présente ensuite le concept translationnel (problématique) de traumatisme culturel et propose quelques réflexions sur la compréhension globale des catastrophes humaines (causées soit par la violence collective, soit par des catastrophes naturelles) en tant qu\u27événements traumatisants. Enfin, il propose quelques remarques finales sur le contraste entre la pertinence (relative) du récit traumatique pour rendre compte de la souffrance individuelle et sa performance (limitée) pour refléter le cours final d\u27une crise sanitaire qui, à ses débuts, semblait menacer notre chemin. de la vie et de nos valeurs.
Mots-clés : epidémies, santé mentale, traumatisme, histoire, mémoir
La main à l’épée comme l’esprit au verbe : l’apprentissage du savoir incarné à partir des livres de combat de la fin du Moyen Âge
No full textEmbodied knowledge is a rising concept in many fields of knowledge, and it is crucial to the field of educational sciences. This article aims to contribute to its historicization by examining the case of fight books. It takes its starting point in the coincidence suggested by Pamela Smith, between today’s notion of embodied knowledge and the pre-modern notion of art. While Smith focused on the productive arts, it is important to recognize that the pre-modern notion of art encompasses a broad spectrum, beyond craft. As such it includes fencing and the arts of combat. The article will take as case studies the three oldest known European fight books: The Liber de Arte Dimicatoria (Leeds, Royal Armouries, MS I.33); Fiore de’i Liberi’s Fior di Battaglia, and the manuscript Nuremberg, Germanisches Nationalmuseum, Cod. Hs. 3227a. The following question will guide the inquiry: What are the specific means by which Late medieval fencing, as embodied knowledge, is communicated through books?
Keywords: Cod. Hs. 3227a, embodied knowledge, fencing, Fiore de’i Liberi, late medieval, MS I.33El conocimiento encarnado es un concepto en auge en numerosos campos del saber y resulta fundamental para el ámbito de las ciencias de la educación. Este artículo tiene como objetivo contribuir a su historización mediante el examen del caso de los libros de combate. El punto de partida es la coincidencia señalada por Pamela Smith entre la noción contemporánea de conocimiento encarnado y la noción premoderna de arte. Mientras que Smith se centró en las artes productivas, es importante reconocer que la noción premoderna de arte abarca un espectro amplio que va más allá del oficio, e incluye la esgrima y las artes del combate. El artículo toma como estudios de caso los tres libros de combate europeos más antiguos conocidos: el Liber de Arte Dimicatoria (Leeds, Royal Armouries, MS I.33); el Fior di Battaglia de Fiore de’i Liberi; y el manuscrito de Núremberg, Germanisches Nationalmuseum, Cod. Hs. 3227a. La investigación se guía por la siguiente pregunta: ¿cuáles son los medios específicos mediante los cuales la esgrima bajomedieval, en tanto conocimiento encarnado, se comunica a través de los libros?
Palabras clave: Cod. Hs. 3227a, conocimiento encarnado, esgrima, Fiore de’i Liberi, baja Edad Media, MS I.33Le savoir incarné est un concept en plein essor dans de nombreux domaines du savoir. Il est crucial dans le domaine des sciences de l’éducation. Cet article vise à contribuer à son historicisation en examinant le cas des livres de combat. Il prend comme point de départ la coïncidence suggérée par Pamela Smith entre la notion actuelle de savoir incarné et la notion prémoderne d’art. Si Smith s’est concentrée sur les arts productifs, il est important de reconnaître que la notion prémoderne d’art couvre un large spectre au-delà de l’artisanat. En tant que tel, elle inclut des arts gestuels tels que le combat et l\u27escrime. Cet article se veut une étude de cas en considérant trois des plus anciens livres de combat européens connus : le Liber de Arte Dimicatoria (Leeds, Royal Armouries, MS I.33) ; le Fior di Battaglia de Fiore de’i Liberi, et le manuscrit Nuremberg, Germanisés Nationalmuseum, Cod. Hs. 3227a. À travers ces trois cas, on analysera les moyens spécifiques par lesquels l’escrime de la fin du Moyen Âge, en tant que savoir incarné, est communiquée à travers les livres.
Mots-clés : Cod. Hs. 3227a, savoir incarné, escrime, Fiore de’i Liberi, histoire médiévale, MS I.3
Éducation à la citoyenneté et exclusion : une analyse des manuels d’histoire autorisés et des livres pour enfants en Ontario, 1866–1950
No full textSince 1866, the Ontario Department of Education has facilitated the teaching of citizenship education through its authorization of history textbooks. Using a critical discourse analysis framework constructed from the theories and analyses of five prominent scholars: Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne and Ian McKay, this paper explores how a principle of exclusion was pivotal in supporting an Anglocentric nationalist agenda in the historical narratives of the texts. History textbooks are examined for evidence of the exclusion of women, Indigenous peoples, immigrants, people of colour, and the working class. This exploration is compared with an examination of children’s books written during the same period. The aim of the comparison is to identify possible alternative citizenship ideals that emerge in fictional narratives as compared with authorized historical narratives, a comparison that, as yet, has not been done before.Desde 1866, el Departamento de Educación de Ontario ha facilitado la enseñanza de la educación para la ciudadanía mediante la autorización de libros de texto de historia. Utilizando un marco de análisis crítico del discurso construido a partir de las teorías y análisis de cinco destacados especialistas —Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne e Ian McKay—, este artículo examina cómo un principio de exclusión fue fundamental para apoyar una agenda nacionalista anglocéntrica en las narrativas históricas de los textos. Se analizan los libros de texto de historia en busca de evidencia de la exclusión de mujeres, pueblos indígenas, inmigrantes, personas de color y la clase trabajadora. Esta exploración se compara con un análisis de libros infantiles escritos durante el mismo período. El objetivo de esta comparación es identifias posibles ideales alternations de ciudadanía que emergen en las narrativas de ficción en comparación con las narrativas históricas autorizadas, una comparación que, hasta ahora, no se había llevado a cabo.
Palabras clave: educación para la ciudadanía, exclusión, análisis crítico del discurso, libros de texto de historia, libros infantilesDepuis 1866, le ministère de l’Éducation de l’Ontario a facilité l’enseignement de l’éducation à la citoyenneté par l’autorisation des manuels d’histoire. S’appuyant sur un cadre d’analyse critique du discours élaboré à partir des théories et des analyses de cinq chercheurs majeurs — Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne et Ian McKay —, cet article examine comment un principe d’exclusion a joué un rôle central dans le soutien d’un programme nationaliste anglocentrique au sein des récits historiques de ces manuels. Les manuels d’histoire sont analysés afin d’y relever des indices de l’exclusion des femmes, des peuples autochtones, des immigrant·e·s, des personnes racisées et de la classe ouvrière. Cette analyse est mise en parallèle avec l’examen de livres pour enfants rédigés durant la même période. L’objectif de cette comparaison est d’identifier d’éventuels idéaux alternatifs de citoyenneté qui émergent dans les récits fictionnels, par contraste avec les récits historiques autorisés — une comparaison qui, à ce jour, n’a encore jamais été réalisée
La fausse dichotomie entre théorie et pratique en éducation : réflexions critiques de l’utilité de la théorie pour la pratique en éducation inspirées par bell hooks et Paulo Freire
No full textResearch in education discusses theory as something to be put into practice, but the theories learned during teacher formation tend to be regarded by teachers and teacher candidates as having little or no relevance to their professional reality. From a critical perspective, we propose in this article some reflections on the usefulness of theory for educational practice, drawing on the fundamental ideas of critical education theorists bell hooks and Paulo Freire.
Keywords: education, practical training, educational theory, teacher educationLa investigación en educación discute la teoría como algo que debe ponerse en práctica, pero las teorías aprendidas durante la formación docente tienden a ser consideradas por docentes y futuros docentes como de escasa o nula relevancia para su realidad profesional. Desde una perspectiva crítica, proponemos en este artículo algunas reflexiones sobre la utilidad de la teoría para la práctica educativa, inspirándonos en las ideas fundamentales de los teóricos críticos de la educación bell hooks y Paulo Freire.
Palabras clave: educación, formación práctica, teoría de la educación, formación docenteLes recherches en éducation discutent de la théorie comme étant un élément à être mis en pratique, mais les théories apprises lors de la formation enseignante tendent à être considérées par les personnes enseignantes et celles en formation comme étant un élément qui concernerait peu ou pas leur réalité professionnelle. À partir d’une perspective critique, nous proposons dans cet article des réflexions sur l’utilité de la théorie pour la pratique en éducation, en nous inspirant des idées fondamentales des théoriciens critiques de l’éducation, bell hooks et Paulo Freire.
Mots-clés : éducation, formation pratique, théorie de l’éducation, formation des enseignant
Introduction
No full textAn introduction to the Fall 2025 issue by senior co-founding editor Professor Rosa Bruno-Jofré