Social justice seminar coming up

The open research group seminar “Social justice, arts education and community arts” is coming up, and Catharina Christophersen and Judy Lewis are offering a few reflections on the topic of social justice in music education.

As the field of social justice has grown, music education scholars have questioned the manner in which social justice is conceptualized, theorized and represented. Social justice is a relational concept that is inseparable from related concepts like democracy, equity and fairness or lack thereof, thus naturally also linking the concept of justice to injustice. Democracy is thus a core value of social justice, and must be conceived of “not as ethos, but as experience” (Gould 2007, p. 238). When perceiving social justice from the perspective of experience, the meaning  will inevitably fluctuate depending on context.

The concept of social justice is fluid, contextual and situated. Social justice “resists generalization; meaning, it doesn’t necessarily ‘travel’ well. One person’s or interest group’s social justice may easily become another’s injustice” (Bowman 2007, p. 4). Naming is therefore essential in any social justice enterprise, since concepts like “justice” and “diversity” are euphemisms that may cover up the real issues at stake in certain situations .  Hence, the mere concept of social justice may camouflage the complexity, diversity, and nuances of social justice. The call for social justice in education rests upon the imperative to recognize and acknowledge injustice, an “imperative to care” (Shieh and Allsup 2012, p. 48), that is to “perceive and act, and not look away” (ibid.) . However well-intended, un-reflected urges to correct injustice and to “do something” may very well end up as charity, tokenism or exoticism disguised as acts of social justice (Bradley 2007). Further, scholars and educators need to critically reflect on their own positionality and their own implicatedness in injust practices. Such criticality and reflexivity are vital both in order to recognize possible and actual manifestations of “othering” as well as provide spaces in which silenced voices could be heard.

Seminar about gender and aesthetic education

25th September 2018 Culture, Criticism, Community arranged a seminar in Collaboration with the RETELL research group and the research group for Game, Play and Participatory Learning. The seminar gathered relevant issues for today’s educational contexts – formal and informal – from different points of view. Studies from media sciences, social sciences, language, literature og music education were presented.

The picture shows Synnøve Skarsbø Lindtner (University of Bergen) analyzing democratic aesthetics in the TV-series Skam (Shame). Photo: Silje Valde Onsrud.

Silje Valde Onsrud

Silje Valde Onsrud is associate professor in music education in the Department of Arts Education at Western Norway University of Applied Sciences, campus Bergen. She holds a Ph.D. in music education from the University of Bergen. She teaches and supervises in the music education program and in the Ph.D. program Studies in Bildung and Pedagogical Practices at the Faculty of Education, Arts and Sports, campus Bergen. Her research interests include gender issues and social justice in musical practices and musical content, like song repertoir. She is specialized in gender theory, qualitative research, ethnographic fieldwork, discourse analysis, and narrative inquiry.

Selected publications:

Onsrud, Silje Valde 2017. “And the melody still lingers on”: Om danningspotensiale i ein discolåt. Nordic Network for Music Education Research, Yearbook 18 Oslo: NMH-publication

Onsrud, Silje Valde 2015. Gender Performativity through Musicking: Examples from a Norwegian Classroom Study. Nordic Network for Music Education Research, Yearbook 16 Oslo: NMH-publication

Tine Grieg Viig

Tine Grieg Viig is an Associate professor in music education at the Department of Arts Education; Faculty of Education, Arts and Sports, at the Western Norway University of Applied Sciences. She holds a PhD in music education from the Grieg Academy, The Faculty of Fine Art, Music and Design at the University of Bergen, and is currently working as a postdoctoral fellow in the Music Teacher Education for the Future (FUTURED) project.

Grieg Viig’s background is from the field of music education, and she has in addition to her employment in higher education worked as a composer and choir conductor. She departs from a background influenced by jazz storytelling, seeking to explore sonic spaces both tight and open, harmonic and dissonant, experimental and conform, delving into how timbre, polyphonic and homogeneous lines can take shape in a continuously evolving soundscape. As a researcher and teacher, she is in particular interested in creative music making, critical music pedagogy approaches, and exploring how digital tools can provide new access points for music education in the 21st century.

Catharina Christophersen

Catharina Christophersen is professor of music education and principal investigator of the research project “Music Teacher Education for the Future” (FUTURED 2019-2022). She holds a PhD in music education from the Norwegian Academy of Music in Oslo. She has a background as a generalist music teacher in primary schools and has previously also taught in municipal schools of music and performing arts. She teaches and supervises music education students on undergraduate and graduate level. She has presented in international conferences and has published in international journals, volumes and books. Her research interests include music in schools, teacher education, creative partnerships, and popular music education.

Selected publications:

Havre, S., Väkevä, L., Christophersen, C. & Haugland, E. (2019). Playing to learn or learning to play? Playing Rocksmith to learn electric guitar and bass in Nordic music teacher education. British Journal of Music Education 36(1), pp. 21-32.

Christophersen, C. & Kenny, A.(eds) (2018). Musician-Teacher Collaborations: Altering the Chord. New York: Routledge.

Christophersen, C. (2017). Challenging music teacher education in Norway: Popular music and music teacher education. In Nielsen,S. G. & Varkøy, Ø: (eds). Educational Research in Music: Perspectives from Didaktik, Sociology and Philosophy. Oslo: Norwegian Academy of Music (pp.

Christophersen, C. & Gullberg, A.K (2017). Popular Music Education, Participation and Democracy: Some Nordic Perspectives. In G. D. Smith, Z. Moir, M. Brennan, P. Kirkman, & S. Rambarran, The Routledge Research Companion to Popular Music Education (pp. 425-438). Abingdon: Routledge.

Ferm Almqvist, C. & Christophersen, C. (2017). Inclusive arts education in two Scandinavian primary schools: a phenomenological case study. International Journal of Inclusive Education 21(5), pp. 463-474.

Øystein Røsseland Kvinge

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/.

RECENT PUBLICATIONS

Kvinge, Ø. (2019). Presentation in teacher education. A study of student teachers’ transformation and representation of subject content using semiotic technology (PhD thesis). Bergen University, Bergen
(ISBN 978-82-308-7181-2)

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