Moving beyond Resilience Education: Musical Counterstorytelling

Autor/in	Hess, Juliet
Titel	Moving beyond Resilience Education: Musical Counterstorytelling
Quelle	In: Music Education Research, 21 (2019) 5, S.488-502 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2019.1647153
Schlagwörter	Resilience (Psychology); Personality Traits; Neoliberalism; Power Structure; Educational Environment; Disadvantaged Youth; Music; Music Education; Critical Theory; Race; Teaching Methods; Singing; Musical Composition; Story Telling; Criticism; Program Descriptions; Social Justice + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Neo-liberalism; Neoliberalismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Benachteiligter Jugendlicher; Musik; Musikerziehung; Kritische Theorie; Rasse; Abstammung; Teaching method; Lehrmethode; Unterrichtsmethode; Gesang; Komponieren; Kritik; Soziale Gerechtigkeit
Abstract	Education discourse has recently turned toward resilience and grit. This article critiques the neoliberalism embedded in resilience education and the manner in which a resilience focus encourages docility, adaptation and vulnerability in youth in response to oppressive conditions rather than addressing oppression directly. As a site of resilience for marginalised youth, music is implicated in resilience education's failure to address systemic oppression. Drawing on Critical Race Theory (CRT), as a music educator, I challenge the tendency of resilience education to pathologise youth and individualise systemic issues and put forward songwriting within music education as a means to shift a pedagogy of vulnerability to a pedagogy of oppression that interrupts dominant narratives. I assert that a pedagogy of oppression through songwriting allows youth to create powerful musical counterstories that shift deficit discourse to focus on strengths. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01