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Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme
International Journal of Music Education ( IF 1.163 ) Pub Date : 2021-01-18 , DOI: 10.1177/0255761421988924
Heidi Westerlund 1 , Sidsel Karlsen 2 , Alexis Kallio 3
Affiliation  

Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-female, Ultra-Orthodox Jewish music teacher education programme in Israel. Through a thematic analysis of data generated together with six teacher educators, we illustrate how their context-responsive approaches to developing programme visions engage with processes of censorship and cultural translation, as teachers work to align their professional boundaries within established religious boundaries. This boundary-matching and hybridity required may be seen to result in intense processes of professional reflexivity that raises questions as to how all teacher education programme visions might engage with the moral order of a society and highlights the need for international music teacher education to develop a critical, reflexive awareness of how values shape professional work.



中文翻译:

职业反思和自由悖论:在犹太超东正教女性音乐教师教育计划中谈判职业界限

秉承跨文化边界共享音乐和实践的精神,音乐(教师)教育的多元文化视野很少关注这种自由与构成并限制教师选择和价值观的复杂政治之间产生的自由悖论。在本文中,我们通过对在以色列从事全女性,超正统犹太音乐教师教育计划的音乐教师教育者进行的工具性案例研究,探讨了对专业反身性的这些要求。通过与六位教师教育者一起生成的数据的主题分析,我们说明了他们在制定计划愿景时如何根据情境做出反应,如何与审查制度和文化翻译相结合,因为教师们正在努力在既定的宗教界限内调整其专业界限。

更新日期:2021-01-19
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