This is the research blog of the research group Culture – Criticism – Community (CCC). The group is an interdisciplinary and international research group that gathers researchers with a critical research interest.The purpose of our research is to raise critical discussion and challenge existing assumptions, ideas and practices within the field, thus ultimately contributing to change.
Through various empirical and theoretical approaches, our research projects aim to explore arts education, cultural expressions, cultural participation, community arts and arts communities.Keywords: Culture, criticism, community, context, diversity, participation, equality, justice, and democracy.
Members: Silje Valde Onsrud (leader), Kari Holdhus, Ingvild Digranes, Sigrid Jordal Havre, Tine Grieg Viig, Øystein Kvinge, Felicity Burbridge Rinde, Synnøve Kvile, Katrine Heggstad, Catharina Christophersen, Jonas Cisar Romme, Marit Loe Bjørnstad, Arnhild Liene Stenersen, Ailbhe Kenny (Mary Immaculate College, University of Limerick), and Judy Lewis (Thornton School of Music, University of South California).
Ailbhe Kenny (ph.d.) is a lecturer in music education at Mary Immaculate College – University of Limerick, Ireland. Her research interests include communities of musical practice, musical lives of children of asylum seekers, teacher/artist partnerships, arts education policy and curriculum, teacher education, music and arts governmental policy, formal and informal music education practices.
Judy Lewis (ph.d) is assistant professor of Music Teaching & Learning, and
director of the new K-12 Contemporary Teaching Practice Master’s degree
program at the University of South California – Thornton School of Music. Her
main research interests lie in the areas of critical pedagogy in music education, popular music listening and composing, and social justice in music education.
Project title: Music in primary schools and social inclusion of immigrant pupils
Project description: The object of my research project is to explore in what ways music in schools might contribute to social inclusion of pupils with an immigrant background in Norwegian primary schools. The main research question is: How might music lessons and extra-curricular music activities contribute to or impede social inclusion of immigrant pupils in Norwegian primary schools?
Continue reading “Felicity Burbridge Rinde”
Øystein Kvinge currently teaches and advices music education students on bachelor and master levels at the Western Norway University of Applied Sciences. He is member of the research team of the IMTE project (Improvisation in teacher education), conducted by the Stord University College, now part of Western Norway University of Applied Sciences. He has presented on conferences on research on teacher education (EARLI 2015), (AERA 2016) and on conferences on multimodality and semiotic technology and practice (MODE 2015), and on conferences on music education (RIME 2011, Grieg Research School, 2014, 2015, 2016), and Nordic Network on Music Education (2016). He worked as a conference co-ordinator and website editor for the Rommetveit Summer School 2015, International PhD summer school http://prosjektsider.hsh.no/r15/.
Kvinge, Ø. (2018). “Playin” the changes’—A jazz approach to researching student-teachers’ PowerPoint presentations . Cogent Education, 5(1), 1461046. https://doi.org/10.1080/2331186X.2018.1461046
Kvinge, Ø. (2018). Teaching represented: a study of student-teachers’ representations of the professional practice of teaching. I: Norsk og internasjonal lærerutdanningsforskning : hvor er vi? hvor vil vi gå? hva skal vi gjøre nå?. Fagbokforlaget 2018 ISBN 9788245022599. p.199-221
Kvinge, Ø.; Espeland, M.; Smith, K. (2018). Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation. Designs for Learning 2018. Stockholm University
Performing the pre-formed: A multimodal take on presentation in teacher education
This PhD project is part of the IMTE project and is motivated by the common goal of conceptualising improvisation in different educational contexts. Presentation, supported by PowerPoint, is the preferred mode of teaching in higher education, and it is prevalent in teacher education as well. The study observes student-teacher’s presentations of various topics for their peer students. The aim is to analyse and understand this practice by approaching it from three different perspectives.
Continue reading “Understanding presentation as a learning activity in Teacher Education”