As a part of the conference Nordic Network for Music Pedagogy Research in Copenhagen, March 2020, several members of the research group were involved during the symposium «Breaking the dualism of art vs. pedagogy»:
Kari Holdhus presented the overall project («School and Concert – From Transmission to Dialogue») and “Potensial and Challenges for Dialogue and Equity in Musician-Teacher Collaborations”. Jonas Cisar Romme presented «Success Factors and Obstacles in Dialogic Teacher-Musician Collaborations» and Catharina Christophersen commented and facilitated an open discussion. The symposium attracted interest from researchers, music educators and policy makers.
On Wednesday 19 February many of the CCC research group attended PhD candidate Felicity Burbridge Rinde’s midway evaluation of her project on the use of music with newly arrived minority language pupils in Norwegian primary schools. The evaluation committee, Line Hilt from the University of Bergen and Eva Sæther from the University of Malmø, asked many exciting questions and gave a lot of constructive feedback. Rinde sums up:
This has been an important milepost on the horizon for a while, and it was an extremely positive experience to present my project, including glimpses from the ongoing ethnographic fieldwork, discuss methodology, and be challenged on certain points in the texts to the evaluation committee.
The afternoon was rounded off with a well-deserved dinner with research group colleagues in Bergen.
At the Norwegian Network Conference for Music Teacher Education 22.-23. October 2018 at North University in Bodø, 3 memebers from the CCC research group contributed to the topic Inclusive Music Education.
Judy Lewis was the keynote speaker with the talk The act of listening: What twenty 10-year olds taught me about social justice.
Felicity Burbridge Rinde presented the paper Music in Primary School and Inclusion of Immigrant Students.
Silje Valde Onsrud was chairing and moderating different sections, in addition to introducing the main topic for the conference, and presenting a paper about heteronormativity as a challenge for musical expressions in school.