Dissertations / Theses: 'Social action through music'

1

Vaillancourt, Guylaine. "Mentoring Apprentice Music Therapists for Peace and Social Justice through Community Music Therapy: An Arts-Based Study." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1255546013.

Full text

Abstract:

Thesis (Ph.D.)--Antioch University, 2009.
Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 263-277).

APA, Harvard, Vancouver, ISO, and other styles

2

Bessemoulin, Solène. "El Camino : un projet hybride. Les effets psycho-socio-spatiaux d'un orchestre de jeunes à vocation sociale sur les enfants et les intervenants du champ musical." Electronic Thesis or Diss., Pau, 2023. http://www.theses.fr/2023PAUU1116.

Full text

Abstract:

Cette thèse s'intéresse aux orchestres de jeunes à vocation sociale et plus spécifiquement à l'orchestre El Camino Pau, dispositif local qui s'inscrit dans la lignée du programme vénézuélien El Sistema, à la renommée internationale, et du programme français Démos (Dispositif d'éducation musicale et orchestrale à vocation sociale), porté et piloté par la Philharmonie de Paris et opérant sur l'ensemble du territoire. L'objectif de ce travail doctoral est de comprendre et d'analyser les effets individuels, sociaux et spatiaux d'une pratique musicale collective et intensive – caractéristique majeure de ces projets d'éducation musicale – tant sur les enfants que sur les intervenants du champ musical. Les nombreuses observations recueillies directement sur le terrain et les entretiens semi-directifs réalisés auprès des enfants et des intervenants, reconduits à une année d'intervalle, ont permis de mettre en œuvre une analyse qualitative et compréhensive approfondie. El Camino, en tant que terrain et objet de recherche, est tout d'abord étudié afin de mieux appréhender son fonctionnement, ses spécificités et ses impacts. L'analyse commence ainsi par une proposition de relecture de l'objet El Camino à travers les concepts d'hybridation, de projet et de tiers-lieu. À partir de cette approche originale, El Camino se révèle être un projet hybride qui prend place dans un lieu qui pourrait s'apparenter à un tiers-lieu et cette configuration va avoir des répercussions sur les principaux acteurs du projet. L'analyse est ensuite centrée sur les intervenants du champ musical. L'objectif est d'identifier les effets du projet sur leur identité professionnelle et sur les remaniements qu'ils doivent opérer pour s'ajuster à cette nouvelle expérience, considérée comme une transition professionnelle. Sont enfin étudiés les effets spécifiques d'El Camino sur les enfants et adolescents qui y participent et plus particulièrement son impact sur la diversification des ressources des jeunes pour traverser les périodes de changements, comme celle de l'adolescence. Au-delà de son objet, il est important de souligner que la thèse elle-même possède ses propres spécificités. Le statut de chercheure impliquée au cœur du dispositif par l'intermédiaire d'un contrat CIFRE, et la posture intrinsèquement transdisciplinaire mêlant psychologie, anthropologie, géographie sociale et sociologie, en font un objet académique singulier
This thesis focuses on youth orchestras with a social vocation (social action through music) and more particularly the El Camino Pau orchestra, a local program that is in line with the Venezuelan program El Sistema, internationally renowned, and the Frend program Demos (Dispositif d'éducation musicale et orchestrale à vocation sociale), conducted and directed by the Paris Philharmonie and operating throughout the French territory. The objective of this doctoral work is to understand and analyse the individual, social and spatial effects of collective and intensive musical practice – a major characteristic of these musical projects – both on children and musicians involved in it. The many observations collected directly on the field and the semi-structured interviews carried out with the children and the musicians, repeated one year later, provided a qualitative and comprehensive analysis. El Camino, as a field and object of research, is first studied in order to better understand its functioning, its specificities and its impacts. The analysis thus begins with a proposal for a rereading of the El Camino object through the concepts of hybridization, project and third place. From this original approach, El Camino turns out to be a hybrid project that occurs in a place that could be likened to a third place and this configuration will have repercussions on the main actors of the project. The analysis is then centered on the musicians involved in this project. The objective is to identify the effects of the project on their professional identity and on the changes they must make to adjust to this new experience, considered as a professional transition. Finally, the specific effects of El Camino on the children and teenagers who participate in it are studied, and more particularly its impact on the diversification of young people's resources in order to go through periods of change, especially during adolescence. Beyond its object, it is important to emphasize that the thesis itself has its own specificities. The status of researcher involved at the heart of the system through a CIFRE contract, and the intrinsically transdisciplinary posture combining psychology, anthropology, social geography and sociology, make it a unique academic object

APA, Harvard, Vancouver, ISO, and other styles

3

Vandersluis, Kelly S. "Creating social action through Facebook." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3008.

Full text

Abstract:

Thesis (M.A.)--George Mason University, 2008.
Vita: p. 61. Thesis director: Byron Hawk. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in English. Title from PDF t.p. (viewed July 2, 2008). Includes bibliographical references (p. 54-60). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

4

Mudd-Fegett, Kimberly N. "Exploration of child welfare through action research." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144741.

Full text

Abstract:

Frontline child welfare workers are routinely called to assist victims of child abuse, domestic violence, and violent crimes. The images these workers face are increasingly leading to psychological effects from traumatic events that extend beyond those directly impacted. Frontline child welfare workers are at an increased risk of facing secondary trauma as they are tasked with experiencing violence vicariously on a daily basis while expected to transform to the onerous administrative requirements of their positions. In an effort to develop deeper understanding of long-term exposure to the impact of secondary trauma, action research was conducted with 75 frontline child welfare workers currently and previously employed by the Cabinet for Health and Family Services. This mixed-method action research was conducted through an online questionnaire and face to face focus groups in which frontline workers participated in a partnership to seek positive change to improve the experiences and effectiveness of frontline child welfare workers. The goal of this research was to develop change through action research via a participatory, democratic research approach that encompassed the pursuit of practical knowledge. This research found that 66.70% of frontline child welfare workers in the region of study met the clinical diagnosis for posttraumatic stress disorder and these workers felt ill-equipped to address the traumas they faced. In partnership with frontline workers, data gathered through focus group discussions was used to develop online training to bring awareness, knowledge and focus to the imperative need to arm and safeguard child welfare workers against the devastating situations they face. It is clear through this study that frontline workers are often overlooked in the process of change and are left holding the negative consequences of the work they conduct with little appreciation for the sacrifices they make.

APA, Harvard, Vancouver, ISO, and other styles

5

Monk, Adam Joel. "The Diffusion of New Music through Online Social Networks." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337902485.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Solis, Israel. "(Re)creating a hero's narrative through music| Different musical landscapes in six live action Batman films." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606914.

Full text

Abstract:

This dissertation uses an interdisciplinary approach that analyzes and compares the film scoring processes of Danny Elfman, Elliot Goldenthal, James Newton Howard and Hans Zimmer in characterizing the fictional hero Batman in film. This is accomplished by applying Classical Hollywood film scoring principles from the golden age of cinema, Juan Chattah's pragmatic and semiotic typologies regarding musical metaphoric expression, and psychology. This amalgamation demonstrates how the aforementioned film composers consider varying structural aspects of their music, i.e., formal design, melodic contour, harmonic gestures, and cadential formulas, in (re)creating and establishing their individual artistic trademarks on a comic book character within canonical and non-canonical storylines. The study includes soundtracks from Tim Burton's Batman and Batman Returns, Joel Schumacher's Batman Forever and Batman & Robin, and Christopher Nolan's Batman Begins and The Dark Knight. The result is an analysis that: 1) enhances what little is known about the music for these films; 2) allows for the recognition of the film scoring creative process behind film sequelization; 3) enhances musical and psychological interpretations of the Batman character; and 4) offers an expansion of Chattah's metaphorical typologies.

APA, Harvard, Vancouver, ISO, and other styles

7

Lindblom, Jessica. "Minding the Body : Interacting socially through embodied action." Doctoral thesis, Linköping : Department of Computer and Information Science, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9523.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.

Full text

Abstract:

This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.

APA, Harvard, Vancouver, ISO, and other styles

9

Thomas, Jill C. "FACILITATING CITIZENSHIP THROUGH TEACHING ACTION RESEARCH: AN UNDERGRADUATE COURSE AS AN ACTION RESEARCH INTERVENTION." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151511852.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Rincón, Gabriela. "El Sistema in the United States: Achieving Social Change Through Music." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579299.

Full text

Abstract:

The purpose of this research was to explore the inner workings of El Sistema-inspired programs in the United States. The mission of the El Sistema program is to support social change through music. The central focus of this research is the social change aspect of the program. This project took place over the period of a year and involved week-long visits at three geographically different locations in the United States. To collect data, I observed lessons, sectionals, and rehearsals in addition to conducting interviews with members of the administration and staff. This research found that through fostering individual growth among the students by developing strong student to teacher relationships, the programs make a positive impact on social change.

APA, Harvard, Vancouver, ISO, and other styles

11

Solis, Israel. "(Re)Creating a Hero's Narrative through Music: Different Musical Landscapes in Six Live Action Batman Films." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311589.

Full text

Abstract:

This dissertation uses an interdisciplinary approach that analyzes and compares the film scoring processes of Danny Elfman, Elliot Goldenthal, James Newton Howard and Hans Zimmer in characterizing the fictional hero Batman in film. This is accomplished by applying Classical Hollywood film scoring principles from the golden age of cinema, Juan Chattah's pragmatic and semiotic typologies regarding musical metaphoric expression, and psychology. This amalgamation demonstrates how the aforementioned film composers consider varying structural aspects of their music, i.e., formal design, melodic contour, harmonic gestures, and cadential formulas, in (re)creating and establishing their individual artistic trademarks on a comic book character within canonical and non-canonical storylines. The study includes soundtracks from Tim Burton's Batman and Batman Returns, Joel Schumacher's Batman Forever and Batman & Robin, and Christopher Nolan's Batman Begins and The Dark Knight. The result is an analysis that: 1) enhances what little is known about the music for these films; 2) allows for the recognition of the film scoring creative process behind film sequelization; 3) enhances musical and psychological interpretations of the Batman character; and 4) offers an expansion of Chattah's metaphorical typologies.

APA, Harvard, Vancouver, ISO, and other styles

12

Cobb, Maggie Colleen. "Songwriting as Inquiry and Action: Emotion, Narrative Identity, and Authenticity in Folk Music Culture." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6208.

Full text

Abstract:

This dissertation can broadly be summarized as an examination of the construction and maintenance of a specific type of “authentic” American identity through the lens of folk music. Drawing from interpretive perspectives within the sociology of culture and social psychology, social constructionism and symbolic interactionism in particular, I combine ethnographic research with 61 interviews at two different “folk musicians’ festivals” (festivals where attendees, not hired professionals, produce the music). My principal focus at these festivals concerns the various practices and stories surrounding the creation and performance of original folk music. I use the empirical platform of musicians’ festivals, where folk songwriters are plenty, combined with the theoretical synthesis of music and narrative, to examine how such practices and stories shape, and are shaped by, culture, emotion, and identity. Specifically, I am interested in the cultural “work” accomplished by the interrelationships among music and narrative at festivals, around songwriting, and in songs, particularly as such “work” relates to the (re)production and reception of folk and festival culture, participants’ emotional experiences, the construction and maintenance of participants’ personal and collective identities, and the purposeful evocation of social change. In attending to the importance of process and meaning-making, I examine the process through which one accomplishes authenticity as a folk and festival member, the creative process of songwriting, and the process through which listeners experience and interpret “good songs.” I offer the concepts (and processes) of songwriting as inquiry and songwriting in action to account for how these interrelationships “work” for songwriters and listeners, but also for sociologists, particularly in terms of including the (mostly neglected) lived and embodied dimensions of emotional experience. Throughout, I explore how stories and practices in and around the process of musical production and performance are largely influenced by broader cultural narratives that circulate in and around folk music culture, particularly as they relate to the notion of “authentic identity” through emotionality, creativity, and social justice.

APA, Harvard, Vancouver, ISO, and other styles

13

Saritas, Ezgi B. Siynem. "Articulation Of Kurdish Identity Through Politicized Music Of Koms." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611651/index.pdf.

Full text

Abstract:

The thesis analyzes the role of politicized music of Kurdish music groups (koms) that emerged in the 1990s in the construction of Kurdish identity. The relation between politics and music is analyzed in the framework of the relation between nationalism and music and political movements'
relation to music. Through koms'
politicized music, the movement communicated its cause, told the struggle of the movement and aimed to mobilize the masses. In addition to this, music has functioned as a field where the collective identity of the movement as well as the Kurdish identity is constructed. As the Kurdish movement did not possess the institutional and ideological apparatuses of the national state in its national identity construction process, music started to play an important role. Through modernization of Kurdish folk music, the identity is constructed as a modern and authentic one. In addition, with the political lyrics of the songs, the national elements such as common language, common history and the imagined territory are constructed, popularized, and canonized. Despite their counter-hegemonic position, koms have articulated elements of the hegemonic discourses as well.

APA, Harvard, Vancouver, ISO, and other styles

14

Bonar, Cade McNaughton. "Toward Meaningful Music Education in the Middle School Music Classroom: An Action Research Project." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366524.

Full text

Abstract:

Music commands a significant presence in the lives of young adolescents. Earphones ‘housed’ in the adolescent ear are near accessories to everyday life, and smartphones and other portable devices – and the streaming of content they allow access to – afford the opportunity for music to be consumed anywhere at any time. Furthermore, emerging technologies are enabling greater accessibility to music making and production. Students can learn, create and share music using digital technologies alone. Whether it is consumed or produced, music is firmly cemented in adolescent life – it affords a medium for the construction and identification of ‘self’ and the expression of emotion – and is a significant part of the adolescent ‘Being’ (Lines, 2005a). Despite the significant role of music in the lives of adolescents, school music often fails to demand the same attention. It can present a crisis of relevance for the students it proclaims to serve, with student expectations of music and musical experiences offered often existing at considerable remove (Regelski, 2005a; Lines, 2005a; Swanwick, 1999b). This problem is not new – over three decades ago, Paynter (1982) observed that, “music which, outside of school, almost continuously goes in and out of young people’s heads – which stirs their feelings and activates their bodies, becomes when presented – or as presented – inside schools, a ‘dead bore’” (p. vii). For many students, school music education is perceived as unhelpful, irrelevant, even detrimental, to their musical selves.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
Full Text

APA, Harvard, Vancouver, ISO, and other styles

15

Sadikovic, Dzeneta. "Rights Claims Through Music - A Study on Collective Identity and Social Movements." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21909.

Full text

Abstract:

This study is an analysis of musical lyrics which express oppression and discrimination of the African American community and encourage potential action for individuals to make a claim on their rights. This analysis will be done methodologically as a content analysis. Song texts are examined in the context of oppression and discrimination and how they relate to social movements. This study will examine different social movements occurring during a timeline stretching from the era of slavery to present day, and how music gives frame to collective identities as well as potential action. The material consisting of song lyrics will be theoretically approached from different sociological and musicological perspectives. This study aims to examine what interpretative frame for social change is offered by music. Conclusively, this study will show that music functions as an informative tool which can spread awareness and encourage people to pressure authorities and make a claim on their Human Rights.

APA, Harvard, Vancouver, ISO, and other styles

16

Rinsema, Rebecca Marie. "Listening in Action: Students' Mobile Music Experiences in the Digital Age." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4396.

Full text

Abstract:

Since the introduction of the iPod in 2001, portable music listening devices that play or stream compressed music files have steadily become the standard devices used to listen to music. Despite this, few music education researchers have investigated the role that such devices have in shaping students' music listening experiences. This dissertation is meant to fill that gap in the literature and contribute to the existing sociological and psychological literature on music listening in everyday life. Phenomenology served as the theoretical framework for the design of the study. 10 college students from three institutions underwent iterative interviews and were asked questions developed from McCarthy and Wright's (2004) Deweyan method for investigating user experiences with technology. The questions fell into five categories: sensual, emotional, compositional, spatio-temporal, and the sense-maker. The participants' responses were digitally recorded, transcribed, and analyzed using grounded theory methods. The following four axial codes emerged from the data and were used to divide the dissertation into chapters: "Embodying the Experience," "Organizing the Experience," "Navigating Real and Virtual Spaces," and "Developing the Self." The main finding articulated in the chapter entitled "Embodying the Experience" is that the participants located the music in their heads while listening to music on their devices using headphones or earbuds. In contrast, participants consistently reported that, when listening to music through open-air speakers, they experienced the music as being located everywhere or in their whole bodies. The main finding in the chapter entitled, "Organizing the Experience," is that participants exercised agency in their music listening experience by creating playlists. Typically, playlists were created by the participants to be used in conjunction with other activities such as exercising, studying, commuting, and so forth. I used these findings to develop the concept of "Integration in Consciousness" which models the participants' simultaneous engagement with the music and other activities. In the chapter entitled "Navigating Real and Virtual Spaces," I explore how the participants simultaneously navigated the spatial aspects of the music listened to on their players and the spatial aspects of the physical spaces within which their activities naturally occurred. In doing so, I provide an example of how the participants experienced music and activities as "Integrated in Consciousness." In chapter seven, "Developing the Self," I explore how the participants' uses of their devices reflect their development as adolescents. In addition, I propose that participants' uses of their devices may be constitutive of their adolescent development. Finally, in chapter eight, I explore the ways in which music teachers can utilize the findings of this study in the development of their own classroom pedagogies. Among other things, I propose that music teachers can use the "Integration in Consciousness" model to help their students communicate about their music listening experiences in the classroom. In the use of this model, music teachers can tailor their pedagogies specifically for the technology rich, "post-performance" world within which they teach.

APA, Harvard, Vancouver, ISO, and other styles

17

Warner, Keith Douglass. "Agroecology in action : how the science of alternative agriculture circulates through social networks /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2004. http://uclibs.org/PID/11984.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Brain, Tyler James. "Examining the Portland Music Scene through Neo-localism." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/314.

Full text

Abstract:

This study explores the Portland music scene as a context in which local identity is constructed and communicated in a globalized world. Specifically, neo-localism is utilized as a theoretical lens through which the impacts of globalization were explored. Portland bands (n=8) were interviewed concerning their experiences in the local music scene. The results showed that participants conceptualized local identity as being 1) based in community, 2) culturally saturated and 3) connected to musical production. Further, results showed that participants were increasingly aware of this local identity, were aware of a global perception of this local identity and were aware of other local identities. Overall the results from this study support neo-localism as a useful conceptual lens for understanding local identity for Portland bands.

APA, Harvard, Vancouver, ISO, and other styles

19

Kamara, II Kalilu. "Music Artists' Strategies to Generate Revenue Through Technology." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5358.

Full text

Abstract:

Music streaming services are increasing, compact discs (CDs) and digital download sales are declining, and many music artists are becoming affected by this positive shift in music technology. Music streaming revenue does not compensate for the decrease in revenue from CDs and paid downloads. Based on organizational configuration theory (OCT), the purpose of this multiple case study was to explore the technology and marketing strategies that small business music artists used to generate sales revenue from the Internet. Six small business music artists who were 18 years or older with different music revenue streams participated in semistructured interviews. These small business music artists provided detailed information on the technology and marketing strategies they used to generate sales revenue from the Internet. The data collection process for this study included semistructured interview data and participant observations. The data analysis process included methodological triangulation of the interview data and participant observation data to identify themes for the study. Seven themes identified were having a marketing budget, social media, recording studio sessions, digital distribution, SoundExchange, music licensing, and corporate sponsorships. These data may contribute to positive social change by helping small business music artists sustain operations in the music industry.

APA, Harvard, Vancouver, ISO, and other styles

20

Grenardo, Jennifer. "Latino Middle School Students Read to Learn Critical Literacy| Social Justice through Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615963.

Full text

Abstract:

This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan, 2004; Shor & Pari, 1999) that promote academic learning for Latino middle school students in a low-income Catholic elementary school.

This study explored the approaches and perceptions of novel studies, as a form of literacy, to increase student learning in reading at a low-income, urban, Catholic elementary school. Classroom observations, teacher interviews, teacher lesson plans, student work, student focus groups, and a teacher focus group validated the findings that critical literacy approaches positively impacted student learning in reading.

Changes in the school and reading curriculum, specifically the implementation of literacy approaches that acknowledge bicultural students, increased learning for Latino middle school students as perceived by teachers and students in this low-income, urban Catholic elementary school. Teachers implemented effective elements of critical literacy, including direct vocabulary and grammar instruction, analysis of literary tools, incorporation of Spanish, varying forms of assessment, and inclusion of student voice, through the use of novel studies. The school and classroom environments further promoted academic learning for Latino middle school students with high expectations, strict humor, and predictability where teachers, who viewed their students with promising futures, taught as a form of service. Although the school and teachers incorporated literacy practices, teachers fell short of practicing critical literacy because they failed to examine the underlying social ramifications of hegemonic forces.

APA, Harvard, Vancouver, ISO, and other styles

21

Grenardo, Jennifer. "Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/207.

Full text

Abstract:

This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan, 2004; Shor & Pari, 1999) that promote academic learning for Latino middle school students in a low-income Catholic elementary school. This study explored the approaches and perceptions of novel studies, as a form of literacy, to increase student learning in reading at a low-income, urban, Catholic elementary school. Classroom observations, teacher interviews, teacher lesson plans, student work, student focus groups, and a teacher focus group validated the findings that critical literacy approaches positively impacted student learning in reading. Changes in the school and reading curriculum, specifically the implementation of literacy approaches that acknowledge bicultural students, increased learning for Latino middle school students as perceived by teachers and students in this low-income, urban Catholic elementary school. Teachers implemented effective elements of critical literacy, including direct vocabulary and grammar instruction, analysis of literary tools, incorporation of Spanish, varying forms of assessment, and inclusion of student voice, through the use of novel studies. The school and classroom environments further promoted academic learning for Latino middle school students with high expectations, strict humor, and predictability where teachers, who viewed their students with promising futures, taught as a form of service. Although the school and teachers incorporated literacy practices, teachers fell short of practicing critical literacy because they failed to examine the underlying social ramifications of hegemonic forces.

APA, Harvard, Vancouver, ISO, and other styles

22

Mainieri, Tracy Lynn. "Putting it into action engendering civic engagement and social capital through summer camp programming /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1247509181/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Trudeau, Ryan. "Empowering Haiti's youth with leadership through education and action: investigating their perspectives and lived experiences." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123129.

Full text

Abstract:

This research study seeks to better understand youth educational and leadership development in the post-earthquake and developmental context of Haiti through the perspective of Haitian youth. Through a qualitative exploration of the perspectives of Haitian youth this study investigates what Haitian youth identify as the barriers to their development in terms of educational advancement and leadership opportunities, and what Haitian youth identify as solutions to these barriers to foster their own future development. The purpose of this study was to empower the participants by giving them opportunities to voice their concerns, and to share what they believe are acting as barriers to their educational advancement and the obtainment of potential leadership opportunities. Additionally, the participants used this study as a platform to voice their ideas so as to how these barriers can be broken down by specific solutions. This research study adopted arts-based methodologies such as storyboard/drawing and Photovoice, and also included the use of focus groups as an inclusive research design. As a result, these processes lead to the creation of relevant themes related to identified barriers, fostering meaningful development, creating awareness, and 'jumpstarting' the possibility for sustainable change for future generations of Haitian youth.
Ce travail de recherche vise à mieux comprendre le développement éducatif et leadership des jeune Haïtiens après le séisme du 12 janvier 2010. Cette recherche a été fait avec le point de vue d'un groupe de jeunes Haïtiens. Cette étude examine ce que les jeunes identifies comme obstacles à leur développement éducationnels, et aussi ce qui les empêchent de devenir les leaders de demain. Le but de cette étude était de donner aux participants la possibilité d'exprimer leurs préoccupations, et de partager ce qu'ils croient qui agissent comme des barrières à leur développement éducatif. Les jeunes ont aussi identifier des solutions à ces obstacles afin de favoriser leur développement. Les participants ont utilisé cette étude comme une plate-forme pour exprimer leurs idées. Cette étude de recherche a adopté les méthodologies basées sur les arts tels que storyboard/dessin et Photovoice, et comprenait également l'utilisation de groupes de discussion. En conséquence, ces procédés ont crées des thèmes pertinents liés aux obstacles identifiés, et aussi les inspirer à la possibilité pour un changement durable pour les générations futures de la jeunesse haïtienne.

APA, Harvard, Vancouver, ISO, and other styles

24

Szijarto, Barbara. "Mediating Social Change: Building Adaptive Learning Systems through Developmental Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39159.

Full text

Abstract:

Complex social problems are at the forefront of our awareness. We are witnessing intensifying political, social and environmental challenges and waning confidence in our ability to engineer solutions. We are also seeing a proliferation of large scale, multi-agency interventions that seek change at the level of systems, and through which actors pursue adaptive learning as a means to develop effective solutions. Proponents assert that the prediction and control on which conventional program design and evaluation are based are not available under complex conditions. They propose instead that learning through experience in a program’s own context can create more responsive, impactful and sustainable interventions. These ideas offer a potentially transformative opportunity. However, they need to be complemented with a better understanding of implementation - the ‘ways of doing things’ that bring them to life. This study focused on developmental evaluation as an example of an adaptive learning (AL) approach for the development of innovative social interventions. The study was informed by ‘sensemaking’ theories and research in organizational learning, knowledge mobilization and program evaluation. Through an exploratory lens and a mixed methods design, this study sheds light on the role of specialized intermediaries in an AL process; how the role is performed in practice; and what this implies for adaptive learning in the domain of social interventions. The study documents how an intermediary can help actors navigate recognized challenges of developing interventions under complex and dynamic conditions. The findings have implications for how an AL process is understood and implemented. They provide an empirical contribution to an emerging field of study on the design of AL systems, to support future research and real-world practice as AL approaches become mainstream.

APA, Harvard, Vancouver, ISO, and other styles

25

Law, Chun-nam. "Civilianization of disciplined services of the HKSAR Government authentic consensus through communicative action /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36450935.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Sillander, Kenneth. "Acting authoritatively : how authority is expressed through social action among the Bentian of Indonesian Borneo /." Helsinki : University of Helsinki, 2004. http://ethesis.helsinki.fi/julkaisut/val/sosio/vk/sillander/actingau.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.

Full text

Abstract:

The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was a collaborative action research project undertaken with 5 Basotho teachers and their classes, In which the teachers selected aspects of their own teaching for Investigation, experimenting with new classroom methods and evaluating their effects. The researcher acted as consultant to the team, whl Ie monitoring and reflecting on the process of consultancy. Concurrently she carried out an observational study of typical teaching-learning processes In 15 other Development Studies classes, and then undertook a sma II action research project Into the teaching of thinking ski IIs. It was found that Development Studies lessons were commonly teacher-centred and didactic, with little pupl I participation and low levels of cognitive ski II. When the teacher-researchers Introduced pupl I-centred, activity-based methods, they found It possible to Increase participation, encourage an open view of knowledge, and make pupl Is more Independent. The level of cognitive skll Is could be raised by deliberate challenge and by Instruction In study skll Is. However, rather than stating firm conclusions, the team has set out a series of propositions for teachers to test further. It Is argued that the process of action research helped the teachers to develop as "reflective practitioners", acquiring Insights Into their own teaching and becoming capable of self-generated growth. Peer support and the various roles played by consultants both appeared Important. It Is concluded that, as wei I as producing practical suggestions for teachers, action research can be a useful and appropriate method of professional development In a developing country, though a supportive Infrastructure Is necessary where the professional ml Ileu Is underdeveloped. The Implications for educational research, teacher education, and INSET are discussed, and recommendations made.

APA, Harvard, Vancouver, ISO, and other styles

28

Moore, Jen Lynne. "Finding the Beat: How Young Girls Create Self Through Music." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1668.

Full text

Abstract:

This Master's thesis examines girls' self-esteem through a qualitative research project held in the summer of 2010 at Portland, Oregon's Rock 'n' Roll Camp for Girls. I interviewed ten white, middle class girls between the ages of ten and thirteen on various subjects including demographics, self-esteem, music, Rock 'n' Roll Camp for Girls and finally, experiences and pressures associated with being a girl. One key finding was the unique set of circumstances and experiences present which may foster higher self-esteem: 1) freedom from gender normative behavior; 2) skill mastery associated with learning an instrument; 3) support for a wider range of self-expression; 4) removal of the male gaze and male approval [in a female only space]; and 5) access to female role models. This thesis suggests that through their involvement with the Rock 'n' Roll Camp for Girls, these ten girls experience greater self-esteem.

APA, Harvard, Vancouver, ISO, and other styles

29

Obembe, Ademola Oluwaseun. "Knowledge sharing and social interaction : an exploration of individual action through the integral role of the Habitus." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/4386.

Full text

Abstract:

With the rise in importance of technology to organizational life, a lot of attention has been given to the management of knowledge through technological applications (Chou and Lin, 2002). At the same time, a wide spectrum of social interactionist literature has argued for the importance of human agency in the creation, conversion and sharing of knowledge (cf Nonaka & Takeuchi, 1995; Brown and Duguid, 2001; Dixon, 2002 and Chiva and Alegre, 2005). Given the amount of research on the importance of social interaction to the management of individual and organizational knowledge, it becomes imperative to develop a clear understanding of the role of the individual in these social interaction processes. This research begins with first principles by exploring the dynamics of knowledge sharing in organizations from the perspective of individual agents, in order to gain insight into the reasoning behind the action of individuals in sharing their knowledge and expertise. In so doing, the research assumes that the knowledge transfer process is essentially a social process and entails an active involvement of individual actors in making decisions about the sharing process. The empirical setting for this research is a single case study of Construct Co., an organization in the construction industry. Primary data was collected by in-depth interviews of a sample population of 27 respondents with additional secondary data drawn from company annual reports and in-house survey. By taking a qualitative interpretive approach (Morgan, 1979; Morgan & Smircich, 1980) and drawing on a theoretical framework that centres on Bourdieu's concepts of capital and habitus (Bourdieu, 1977,1985,1986), and the concept of communities of practice (Lave and Wenger, 1991; Brown and Duguid, 1991,2001), this thesis not only provides an exploratory insight into the determinants which govern individual knowledge sharing decision processes but also contributes to research on the practical utility of the habitus as both a conceptual and analytical tool in understanding the dynamics governing individual knowledge sharing decisions.

APA, Harvard, Vancouver, ISO, and other styles

30

Hom, John S. "Making the Invisible Visible: Interrogating social spaces through photovoice." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284482097.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Wilson, Catherine Marie. "If you listen, I'll tell you how I feel| Incarcerated men expressing emotion through songwriting." Thesis, The University of Iowa, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608802.

Full text

Abstract:

Throughout human history, music has served as a coping mechanism when people have endured extreme hardships in life. Music and songs in prisons have been written and sung to express the pain of the incarceration. Research has suggested that songwriting is a powerful educational and therapeutic catalyst, and that songwriting may facilitate the processing of difficult emotions.

The purpose of this study was to gain a greater understanding of the emotions expressed in the songs of incarcerated men, and how songwriting as an outlet for emotional expression influenced the writers. Data collected for this study included 47 songs written by 17 incarcerated men, written observations and reflections by participants and three facilitators, transcriptions of four workshop sessions, and sound recordings/transcriptions of 16 spoken introductions and 13 songwriter-performed pieces. An additional 32 songs were collected from a case-study participant for examination. All data were collected using ethnographic methods. Modified grounded theory techniques, including initial coding, focused coding, and memo writing were used to analyze the data.

Findings revealed that although the lyric themes categorized expressed more happy than sad emotions, the most frequently expressed emotion was desperation, and desperation was usually expressed in songs with a context of incarceration. In addition, songs that expressed humor were often a way to cope with incarceration, and songwriting was also a way express the pain of addiction. Examining the songs of the case-study participant revealed that his writing changed over time. His most frequently expressed emotion in 2008 was fear, and song concepts usually involved sinister, otherworldly figures. In 2011, his most frequently expressed emotion was closeness, and song concepts focused on determination to build a better life.

Throughout the workshop sessions, the men experienced feelings of psychological comfort in routines established over time. Data analyses indicated that group interactions and opportunities to perform were primary motivators in participants' decisions to participate in the Songwriters' Workshop. For most men, group response processes generated new ideas for songs, and greater song quality. Some of the men further stated that participating in the Songwriters' Workshop helped them to foster better relationships, and re-envision their futures. Difficulties that occasionally arose were both pedagogical and social in nature.

Based upon these findings, I suggest that aspects of Cohen's Theory of Interactional Choral Singing Pedagogy pertains to songwriting contexts. I propose a theory of the expressive community, in which the community influences individuals, and individuals influence the community. I further suggest collective-actualization, in which individuals in a group realize their collective potentials, capabilities, and talents, and seek the achievement of these potentialities.

APA, Harvard, Vancouver, ISO, and other styles

32

McKibbin, Charmaine Zoe, and n/a. "Parent Participation, Action Research and Government Through Community: Lessons from a 1990s Queensland Case Study." Griffith University. School of Arts, Media and Culture, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050210.154526.

Full text

Abstract:

This thesis examines the historical relationship between government and self-government, and the contemporary role that Action Research (AR) occupies as a liberal technology of government. It draws upon the Teaching for Effective Learning in Senior Schooling (TELSS) project as the example. This project, which was based on a 'collaborative' AR methodology, was just one of the many national post-compulsory schooling reform initiatives that emerged during the late 1980s and 1990s. At that time, AR and Participatory Action Research (PAR) were preferred methodologies by education faculty personnel, and some teachers, as practical alternatives to 'positivist' social science approaches. This is still the case, both locally and internationally. The initial focus of the thesis is to trace the role of the school and the family in the government of populations, and show how AR is currently positioned as a mechanism for establishing and installing new forms of self-management within these historical institutional arrangements. This includes enticements and inducements to participate in one's own self-management. The AR perspective seeks to make a practical intervention in the re-organization and management of schools, as well as other workplaces and organizations, as a means to promote and develop ongoing professional learning within these organizations. The thesis highlights some confusing issues surrounding contemporary attempts by schools to open themselves to the community, however. AR has achieved considerable success to the extent that expert AR consultants have been commonly employed by Education Departments in many countries to foster new ways of attaining educational goals. Drawing upon other examples, as well as this case study, the contrast between the high expectations of project participants, and their limited outcomes, suggests the need to query AR's representations of participation. This includes some contemporary conceptions of how 'the school community' operates. Is there another way that we can understand this particular territory, and parent involvement in schools more generally, other than in political terms such as the need to 'democratize the community'? The AR commentary focuses on the 'egalitarian' ideal of emancipation and empowerment via participation. AR's preference for participation through human self-determination over that of statist instrumental rationality is questioned, however, by drawing upon empirical evidence generated by the case study, as well as other theoretically informed material. The thesis moves to an account of the role of different forms of government which enable self-management, particularly the role of the school community within the field of education and its administration. By situating the TELSS case study and its limits in what Michel Foucault (1991) terms the history of 'governmentality', AR is described as part of government and an aid to social reform programmes. Inside this discussion, some of AR's self promotions and understandings will re re-defined. These include an anti-bureaucratic rhetoric, concerns about hierarchical power relations, and aspirations of self-autonomy, emancipation and social justice. How is it that educational bureaucracies are so amenable to taking on board goals for educational reform expressed in the form of frequently anti-bureaucratic radical critique? The thesis undertakes the task of investigating this peculiarity, as well as some of the negative outcomes of such liberal governmental undertakings.

APA, Harvard, Vancouver, ISO, and other styles

33

McKibbin, Charmaine Zoe. "Parent Participation, Action Research and Government Through Community: Lessons from a 1990s Queensland Case Study." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366796.

Full text

Abstract:

This thesis examines the historical relationship between government and self-government, and the contemporary role that Action Research (AR) occupies as a liberal technology of government. It draws upon the Teaching for Effective Learning in Senior Schooling (TELSS) project as the example. This project, which was based on a 'collaborative' AR methodology, was just one of the many national post-compulsory schooling reform initiatives that emerged during the late 1980s and 1990s. At that time, AR and Participatory Action Research (PAR) were preferred methodologies by education faculty personnel, and some teachers, as practical alternatives to 'positivist' social science approaches. This is still the case, both locally and internationally. The initial focus of the thesis is to trace the role of the school and the family in the government of populations, and show how AR is currently positioned as a mechanism for establishing and installing new forms of self-management within these historical institutional arrangements. This includes enticements and inducements to participate in one's own self-management. The AR perspective seeks to make a practical intervention in the re-organization and management of schools, as well as other workplaces and organizations, as a means to promote and develop ongoing professional learning within these organizations. The thesis highlights some confusing issues surrounding contemporary attempts by schools to open themselves to the community, however. AR has achieved considerable success to the extent that expert AR consultants have been commonly employed by Education Departments in many countries to foster new ways of attaining educational goals. Drawing upon other examples, as well as this case study, the contrast between the high expectations of project participants, and their limited outcomes, suggests the need to query AR's representations of participation. This includes some contemporary conceptions of how 'the school community' operates. Is there another way that we can understand this particular territory, and parent involvement in schools more generally, other than in political terms such as the need to 'democratize the community'? The AR commentary focuses on the 'egalitarian' ideal of emancipation and empowerment via participation. AR's preference for participation through human self-determination over that of statist instrumental rationality is questioned, however, by drawing upon empirical evidence generated by the case study, as well as other theoretically informed material. The thesis moves to an account of the role of different forms of government which enable self-management, particularly the role of the school community within the field of education and its administration. By situating the TELSS case study and its limits in what Michel Foucault (1991) terms the history of 'governmentality', AR is described as part of government and an aid to social reform programmes. Inside this discussion, some of AR's self promotions and understandings will re re-defined. These include an anti-bureaucratic rhetoric, concerns about hierarchical power relations, and aspirations of self-autonomy, emancipation and social justice. How is it that educational bureaucracies are so amenable to taking on board goals for educational reform expressed in the form of frequently anti-bureaucratic radical critique? The thesis undertakes the task of investigating this peculiarity, as well as some of the negative outcomes of such liberal governmental undertakings.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Arts, Media and Culture
Full Text

APA, Harvard, Vancouver, ISO, and other styles

34

Wilkinson, Catherine. "Connecting communities through youth-led radio." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2037460/.

Full text

Abstract:

This thesis explores the extent to which, and the ways in which, KCC Live, a volunteer youth-led community radio station situated in Knowsley, neighbouring Liverpool, UK, provides a space for young people to find and realise their voices. The body of geographical work on radio has predominantly focussed on large-scale geopolitical questions at the international scale. In particular, there has been a deficit of research considering community radio in the UK. Research from other countries is not easily transferable, due to the specific regulatory paradigms in different countries. This study takes a step towards remedying the neglect of community radio in geographical research in the UK. This research project adopts a participatory design in collaboration with young people at KCC Live. Mixed methods were employed, including: 18 months of observant participation; interviews and focus groups with volunteers; interviews with management at KCC Live and Knowsley Community College; a listener survey, listener diaries, and follow-up interviews. Accompanying this thesis are two co-produced audio artefacts: an audio documentary named ‘Community to me is…’, which explores young people’s musings on community, and a three-part radio series called ‘What we found’, which discusses the findings of this research in audio form. First, my research provides insight into a twofold vision of youth voice as both restricted and creative concurrently. This thesis shows that community radio is not a cure-all solution for disenfranchised and silenced young people, as young people at KCC Live work within a pre-censored idea of speech. Second, this thesis finds that young people conceptualise the KCC Live community in multiple ways. These include: friendships which constitute communities of choice; geographic communities within specific locales; the functioning of KCC Live as a community of practice; imagined communities of listeners; and virtual communities, formed through use of social media. This research therefore advances recent debates that shift notions of community away from static place-based understandings to more networked approaches. Third, this thesis demonstrates that young people are capable of learning skills, locating resources and building networks, thereby generating their own stocks of social capital. It therefore challenges the dominant perception within the literature of young people as receivers, rather than producers, of social capital.

APA, Harvard, Vancouver, ISO, and other styles

35

Havenstein, Christina. "Addressing performance anxiety in organists through pedagogical guidance." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46021.

Full text

Abstract:

The art of balancing spiritual, physical and emotional attributes is a daunting task for any organist. The techniques with which an organist consolidates these attributes have a direct effect on the accomplishment of a definitive goal – a successful music performance. However, this portrays the ideal situation. There is a myriad of internal and external factors that obstruct the organist from attaining this ultimate goal and – in the process – create excessive stress and anxiety. Over and above the habitual performance nervousness, an organist’s anxiety level is exacerbated when performing on an unfamiliar organ, as every organ has unique characteristics that differ from all other. Moreover, the modern pipe organ – particularly the church organ – is a complex and intricate instrument that claims the highest skills and flexibility from an organist. Performing music is inherently a stressful accomplishment that is intensified by continuous challenges, inter alia incessant preparation and the threat of criticism. Some music performers seem to thrive on stress while others choke under pressure. The music performer, however, is not intrinsically born with the innate knowledge and wisdom to manage the diverse anxiety-causing factors that are associated with organ performing. A particular kind of pedagogical training, namely coaching, is proposed as a technique to equip a scholar – particularly an organist – with tactics to manage performance anxiety. Parallels are drawn between the training of sports athletes and organists as coaching has valuable applications for both sports- and music performers. The aim with the current study was to explore how and why organists experience such strenuous anxiety when performing a repertoire. These strains can often become too overwhelming for an organist to endure. For the purpose with the study, six experienced and qualified organists were selected by means of a convenience sample design. Their stress- and anxiety levels during music performances were identified by means of 12 open-ended questions. Being an experienced organist and teacher herself, the author was able to probe deeper into the topics introduced by the research questions. Particular consideration was given to the fabric of performance anxiety from three different approaches: behavioural, cognitive and psychoanalytical. In addition, pedagogical coaching was explored as a viable alternative to teaching an organist. Moreover, the organist’s unique characteristics were emphasised from behavioural, cognitive (gestalt), socio-cultural, and psychoanalytical approaches. From the results of the empirical study is evident that all the organists participating in the study revelled in their organ performing. However, many situational and related aspects caused them habitually to experience feelings of stress, anxiety, loneliness and apprehension. Of particular concern to the organists was the inclusion of worship bands in the church. They experienced it as a threat to the church – resulting in a lowering of musical standards. All of the stressful situations resulted in tiredness, frustration and sometimes exploitation in the organists. One main finding was that an organist imperatively needs to be coached and supported in coping with such adverse feelings. Coaching improves energy levels, self-help skills, better time management and further development of emotional intelligence. It can also increase the organist’s physiological state – improve a sense of awareness, enhance learning capabilities and increase self-confidence. The all-encompassing conclusion reached was that – through effective coaching – the organist has a much better chance of overcoming inner- and outer adversities on the way to a successful and rewarding career.
Dissertation (MMus)--University of Pretoria, 2014.
tm2015
Music
MMus
Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

36

Chang, Dong-Seon [Verfasser], and Heinrich H. [Akademischer Betreuer] Bülthoff. "Understanding Other People Through Perception of Human Social Actions : From Action Recognition to Social Interaction / Dong-Seon Chang ; Betreuer: Heinrich H. Bülthoff." Tübingen : Universitätsbibliothek Tübingen, 2016. http://d-nb.info/1168232465/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Jourdan, Kathryn Ruth. "Through the lens of Levinas : an ethnographically-informed case study of pupils' practices of facing in music-making." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/256142.

Full text

Abstract:

This study investigates how the philosophy of Emmanuel Levinas might shape practice in music education. In a climate of accountability and performativity within wider educational policy-making, the drive for ever-increasing efficiency has overtaken notions of professional judgement and ethical practice. This study opens by introducing current strands of international meta-policy priorities in education, and explores moves to redress the emphasis on standardisation and accountability through the rediscovery of notions of responsibility in the work of Biesta drawing on Bauman (1993), who in turn finds a way forwards in Levinas’ ‘ethics as first philosophy’. Emmanuel Levinas is introduced as a major thinker of the twentieth century whose influence is increasing throughout social science disciplines and who, writing firstly as a teacher, provides valuable philosophical tools with which to investigate current practices in education. Over the past three decades competing paradigms for music education have tended to polarise rather than ground thinking in music education research. More recent notions of music-making as ethical encounter (Bowman, 2000) and as the practice of hospitality (Higgins, 2007) have taken forwards Small’s relationship-oriented conceptualisation of ‘musicking’ (1998), and these provide the starting point for this study’s search for an ethical underpinning for music education. Levinas’ first major work (1969) provides two key strands of thought – the polarities of totality and infinity, and the exhortation to ‘look into the face of the Other’. These tools open up explorations of how pupils encounter difference, the unfamiliar, and of how narrow conceptions of learning in the music classroom may be understood as an ethical problem. At the heart of this study is the report of ethnographically-informed fieldwork undertaken in a Scottish secondary school, following a group of 13-year-olds through an academic year of class music lessons. Participant observation and semi-structured interviews were methods employed alongside participant self-documentation in order to gather pupils’ experiences and perspectives on how they encounter the Other through their music-making at school and in their everyday lives. A critical realist theoretical framework enabled the experiences and perspectives of pupils to be set within a deep, layered conception of social reality, uncovering the dynamic interplay of structural forces and pupil agency. Through the lens of Levinas’ philosophy pupils’ ‘practices of facing’ were brought to light and conceptualised as agential. ii From these ‘practices of facing’ the study’s conclusions are drawn. Music-making is conceptualised through terms in which Levinas spoke of language, as having as its first impetus a reaching out to the Other, ‘putting a world in common’. This grounds, and is generative of, an epistemological diversity within which aesthetic and praxial approaches are anchored in one underlying, ethical orientation, where the attentiveness and openness of aesthetic sensitivity are as significant as the developing of skills and competencies in enabling an ever-deeper entering-into ‘infinity in the face of the Other’. This study offers a critique of the present educational environment which prioritises predetermined outcomes and narrow models of knowing, thereby, according to a Levinasian view, legitimising practices of violence and domination, and sets out an alternative orientation, where richly contextualised learning in the music classroom and a radical openness might allow for an infinity of possibility to break in.

APA, Harvard, Vancouver, ISO, and other styles

38

Niazi, Golrokh. "Militant Workers, Coopted Leaders: A Critical Assessment of Workers’ Collective Action Through Organized Labour in Tunisia." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42775.

Full text

Abstract:

This dissertation explores the dynamics of workers’ collective political engagement through organized labour in an authoritarian environment and a regime in transition. While the literature on social movements and organized labour in the Middle East and North Africa (MENA) has captured the characteristics and impact of repression and corporatist systems on a union structure and elite strategies, this research contributes to a body of work that position the activities, networks and calculations of unionized workers at the centre of analysis. Using the Tunisian General Labour Union as an in-depth case-study, it will show that to fully comprehend the important role of a labour union as a vehicle for political engagement, one must pay close attention to the networks, strategies, and tactics of its militant base. By adopting a conceptual framework that gives attention to interactions of structures and agents, and therefore not privileging one over the other, it shows how in a region in which unions were conventionally labelled as “inconsequential” and “empty shells,” unionized workers, particularly those belonging to more militant sectors, have repeatedly seized on their personal networks and relationships, while drawing on systems of meaning making and shared collective memory to engage in various forms of activism. By doing so, it underscores the limitations of cooptation as a political strategy for ensuring obedience and compliance. Moreover, to better understand workers’ activism and political engagement in MENA, this dissertation calls for a change in how “successful mobilization” is measured and assessed. In particular, it draws attention to the objectives and goals of workers’ collective action, aims that cannot always be equated with the pursuit of a standardized path to democracy developed largely by institutions located in the West.

APA, Harvard, Vancouver, ISO, and other styles

39

Poor, Ian Hunter. "Improving Online Music Communities of Practice Through the Mashup of Web 2.0 Technologies." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303237379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Bhosekar, Kirtee. "In what ways might I work towards improving my work with street children in Mumbai through Participatory Action Research (PAR)?" Thesis, Coventry University, 2006. http://eprints.worc.ac.uk/526/.

Full text

Abstract:

This research is an illustration of a participatory action research (PAR) with street children with the key research question being, ‘In what ways might I work towards improving my work with street children in Mumbai through participatory action research?’ The empirical work for this thesis has been conducted in the challenging environment of the streets and a drop-in centre in Mumbai, India. At the heart of this participatory action research process has been the ideological belief of ensuring that street children’s own perspectives on their lives are taken into account while carrying out any work with them. Specifically, this research demonstrates how a group of street children were encouraged to reflect on their day-to-day street experiences and talk about them through the use of a multimethod mosaic approach to different kinds of dialogue. As a result I have discovered how the street children became more confident to discuss their lived realities and the efforts they were capable of making in order to address their street-related concerns. I have been committed, as is evident throughout this thesis, to understanding, both, the principles and practices of participation, in difficult contexts. As a result, the driving force behind this research process is the idea of ‘participation’ and its translation into my practical work with street-living children. Closely aligned to this philosophy of participation, have been my personal and professional values, which have influenced this research. The research is organised into a series of seven action-reflection cycles which have enabled me to cumulatively build insight and appreciation. This thesis, therefore, also tells the story of my developing insights on ways of engaging meaningfully with the street children and consequently, positions my ‘living I’ at the centre of this research process. My work in this thesis can be viewed in two parts based on the nature of actions within it. The research begins with my intentional action of learning about the culture and ethics of working sensitively with street children. Building on this, I have then implemented the idea of participation in my empirical work through the committed actions of using visual methods of drawings and photographs as prompts to develop meaningful dialogues with the street children. This thesis also documents the participatory process of using verbal methods of circle time group discussions and problem-posing “why-why?” and problem-solving “how-how?” methods with the street children. This study contributes to widening our understanding and knowledge about developing appropriate participatory approaches of working with street children. Analysis of this thesis puts forward fourteen evidence-based appreciations grounded in the lived realities of my practical research experience that focus upon the key processes of working systematically with street children.

APA, Harvard, Vancouver, ISO, and other styles

41

Nguyen, Hang Thi Tuyet. "Audiences’ engagement with Twitter and Facebook Live during classical music performances: community and connectivity through live listening experiences." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6618.

Full text

Abstract:

Music ensembles have made a concerted attempt to reach out through social media platforms to the communities surrounding their concert venues in order to attract young adults to replace aging audiences. By observing opera and symphony orchestra audience members’ social media engagement through Twitter and Facebook Live, this dissertation endeavors to better understand how technology has changed the culture of classical music concert attendance. The music organizations utilizing social media considered for this study include the Los Angeles Opera, San Francisco Opera, and Boston Lyric Opera for Tweet Seats, and the Detroit Symphony Orchestra on Facebook Live. Consideration of live-tweets, Facebook Live concerts and comments, and personal interviews with social media users and music ensemble personnel provides insight to the changing experience of concert attendance. Interviews with online users who are actively participating in Tweet Seats on Twitter and chatrooms on Facebook Live during live-streamed concerts reveal that integrating social media during live performances enhances their sense of community, and their musical and social experiences. Participants indicate that prior classical music experience affects their motivation to participate and engage with other users. For many interviewees, affordability and VIP perks were initial incentives for their online involvement, but the overall experience for these users is complex. Interacting online allowed classical music fans to connect and/or reconnect to the ensembles and their music, and to an existing wired community, while negotiating with changes to the long-standing conventions of classical music culture. These alternative concert-going experiences made possible by social media reconstruct liveness within a digital world, cultivate classical music fandom, and enrich the live listening experience through collective engagement.

APA, Harvard, Vancouver, ISO, and other styles

42

Bechte, Winona A. "Madrid Me Mata: Regional Identity Politics and Community Building Through the Music of La Movida Madrileña." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/399.

Full text

Abstract:

Chapter 1: Formation and Early Beginnings of music in la Movida-In the first chapter I am writing about how the early development of la Movida runs very much alongside political initiatives to stimulate cultural development in Madrid. Specifically I am writing about how popular songs and musicians at the time translated these messages of regional pride and identity that was being heavily stimulated by the government into a way that the general public could understand and support. Citing specific song lyrics and early bands of la Movida, I also track the years leading up to 1975 and how music has long been used in Spain as a political tool. Chapter 2: The peak commercialization of Movida music and its slow dissolve-In the second chapter I explore the height of la Movida's popularity, namely in the form of full-blown institutional support surrounding concerts, radio stations, publications and music marketing. I then explore the question of authenticity surrounding la Movida and whether or not its development was ever really "authentic" because of the long period of political involvement. I also shift the idea that la Movida musicians and music just suddenly stopped being produced to one that favors a more gradual expansion of the music into the world that changed its form over time. This chapter focuses heavily on how outside influences and increased dialogue with the rest of the world led to a perspective that heavily favored a classic Spanish capital over a highly regional one. Chapter 3: Traces and reception of la Movida in Madrid today-In the third chapter I will focus more pointedly on the interviews I have conducted, most of which maintain the viewpoint that "nothing of la Movida exists in Spain today." I will examine the influences music of la Movida has had on contemporary music, as well as the role of current exhibitions focusing on the music and art scene of la Movida. This chapter is primarily an exploration into where the place Movida music exists in contemporary history.

APA, Harvard, Vancouver, ISO, and other styles

43

Feroz, Barbara A. "Exploring the meaning of power and voice through a participatory action research project conducted by a doctoral student." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Chircop, Tatjana. "Music in young Maltese women's lives." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/8297.

Full text

Abstract:

This study explores how young Maltese women give meaning to the music they listen to and how this music is incorporated in everyday discourses and identities within the differing local contexts of their lives. This area of research has not attracted the attention of researchers and this study starts to fill this gap. The research was carried out in Malta, a post-colonial island with a population of approximately 400,000 people. Through purposive sampling and snowballing, 20 in-depth interviews were carried out with young Maltese women aged 16-34, from different social backgrounds. By looking at young Maltese women’s identities through their engagements with music, this study shows how girls experience the tensions between the opposing forces of Maltese traditional music and more modern globalised musical forms. Music was found to be a means of conspicuous leisure as well as a means of maintaining social difference and distinction. Musical taste and the social practices associated with that particular music was found to be a primary indicator of social class for Maltese girls. The significance of this study lies in the exploration of a topic that has not yet been properly researched. It combines the Maltese context and the gendered nature of identity formation in Malta’s music scene. The framework of categorisation of respondents is also significant since rather than categorising respondents according to the music they listen to, it categorises respondents through the ways in which they engage with their music. By developing Willis’s (1978) analytical framework, participants were placed into four categories of Fully Committed, Committed, Active Drifters and Passive Drifters. For each category, the most prominent characteristics of participants’ music identities are analysed. These include their understandings of social and cultural capital, structure and agency, negotiations of social boundaries and identity formation. The idea of distinct music subcultures is questioned as, in their everyday lives, young women in Malta rarely conform with distinct cultural groups but form parts of multiple groups within the contexts of their lives. Moreover, processes of hybridization seem to have erased what might have been understood as a subculture’s distinguishing characteristics. These have often become adopted and eventually absorbed by mainstream culture making distinct subcultures problematic. The findings of the research imply tensions between traditional and modern lifestyles that are, in turn, associated with different strata of social class.

APA, Harvard, Vancouver, ISO, and other styles

45

Higginson, Kelsey. "Investigating Teachers' Implementation of New Social and Emotional Learning Standards Through a Community of Practice." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593171201789911.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

La, Follette Tavia. "Sites of Passage: Art as Action in Egypt and the US-- Creating an Autoethnography Through Performance Writing, Revolution, and Social Practice." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1365450771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Sweeney, Dwight Paul. "The connectors of two worlds: Chano Pozo, Dizzy Gillespie, and the continuity of myth through Afro-Cuban jazz." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2823.

Full text

Abstract:

Explains how Afro-Cuban culture influenced African-American jazzmen and led to the formation of Afro-Cuban or Latin jazz in 1947 by Dizzy Gillespie and Chano Pozo. Explores the musical connections between the physical plane of Cuba and the United States, and the esoteric spiritual world of the orishas and myths coming to life in sacred and secular music forms.

APA, Harvard, Vancouver, ISO, and other styles

48

Hasan, Md Zahid. "Social Equity and Integrity through ICT: A Critical DiscourseAnalysis of ICT Policies in Bangladesh." Thesis, Uppsala universitet, Institutionen för informatik och media, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169139.

Full text

Abstract:

Information Communication Technology (ICT) is in the discourse of international development,which is often considered as the key to socio- economic development in the sense that it helps tosolve social problems and increases the rate of economic growth. ICT policies are situated in thiscontext. Many international agencies advocate certain policies in order to accelerate economicgrowth and development in so-called developing countries. In 2009, Bangladesh enacted itsNational ICT Policy setting a broad vision to establish a transparent, responsive and accountablegovernment; developed skilled human resources; and to enhance social equity through anextended use of ICT. Following this vision multiple objectives have been addressed where socialequity and integrity are prioritized in the name of developing a socially equitable and integratedsociety through ICT. The research task of this work is to analyze the discourse of this strategyand to compare it to social reality. The ‘Theory of Communicative Action’ (TCA), which isbased on the four validity claims - truth, legitimacy, sincerity, and clarity - is used to demonstratehow social equity and integrity are addressed as objectives and what claims are made in theaction items with regard to these two objectives and how far such claims reflect social reality.Keywords:Information Communication Technology (ICT), National ICT Policy, Social Equity, Integrity,Communicative Action Theory, Critical Discourse Analysis, Validity Claims, ICT4D, CriticalTheory, Critical Information Systems research.

APA, Harvard, Vancouver, ISO, and other styles

49

McLean, Nicolene Cindy. ""Rape and cable theft on the increase": interrogating Grocott's Mail coverage of rape through participatory action research." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002921.

Full text

Abstract:

This study investigates Grocott’s Mail’s rape reporting through a participatory action research process. It draws on feminist cultural studies, sociology of news, and normative theories of the media to inform the research project. The participatory action research process explored three areas with the journalists at Grocott’s Mail: their understanding of the community they serve and their own professional identity as a community of practice, roles of the media in society which inform reporting, and rape as a social issue and problem. Through this process the study found that the pervasiveness of rape in the Grahamstown community, the complexities around rape reporting which include the significant legal challenges, the personal impact rape cases have on journalists, and the journalistic roles and approaches employed in rape reporting all influence how the paper covers rape. In analysing these matters the study found that the primary factor inhibiting a successful strategy for managing rape reporting was that Grocott’s Mail does not place gender-based violence on their news agenda as an issue requiring attention in order to develop the community they serve.

APA, Harvard, Vancouver, ISO, and other styles

50

Kaehne, Jake Robert. "The Path of the Wind: An Instrumental Bridge across Cultures through the Native American Flute." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460054559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Social action through music'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles