How democratic is popular music in Finnish schools? Exploring popular music education through intersectionality | Intellect Skip to content
1981
  1. Home
  2. A-Z Publications
  3. Journal of Popular Music Education
  4. Volume 4, Issue 3
  5. Article
Volume 4, Issue 3
  • ISSN: 2397-6721
  • E-ISSN: 2397-673X

Abstract

In this article, we use intersectionality as a theoretical lens to explore the negotiations in popular music education (PME) in one Finnish upper elementary classroom. By considering the hegemonic position of PME in Finnish schools, two researchers engaged in inter-reflexivity in order to shift the focus from popular music ‘itself’ to the sociocultural structures and conditions in which PME is implemented. PME has often been treated as the democratizer of music education. In this article, however, we argue that the democratic potential of PME depends on the pedagogical implementation of the practice. Furthermore, we argue that for such education to become democratic, the teacher needs to identify the intersectional power structures that shape interaction between people so as to become aware of the school culture and its norms. In this process, the ongoing development of teacher reflexivity plays an essential role.

Funding
This study was supported by the:
  • The Finnish Cultural Foundation
© 2020 Intellect Ltd
Loading

Article metrics loading...

/content/journals/10.1386/jpme_00031_1
2020-11-01
2024-04-23
Loading full text...

Full text loading...

References

  1. Ahmed, Sara. ( 2007;), ‘ A phenomenology of whiteness. ’, Feminist Theory, 8:2, pp. 149–68.
     [Google Scholar]
  2. Allsup, Randall Everett. ( 2011;), ‘ Classical musicians and popular music: Strategies and perspectives. ’, Music Educators Journal, 97:3, pp. 30–34.
     [Google Scholar]
  3. Alvesson, Mats, and Sköldberg, Kaj. ( 2018), Reflexive Methodology: New Vistas for Qualitative Research, , 3rd ed.., London:: Sage Publications Ltd;.
     [Google Scholar]
  4. Barrett, Margaret S., and Mills, Janet. ( 2009;), ‘ The inter-reflexive possibilities of dual observations: An account from and through experience. ’, International Journal of Qualitative Studies in Education, 22:4, pp. 417–29.
     [Google Scholar]
  5. Bennett, Andy. ( 2000), Popular Music and Youth Culture: Music, Identity and Place, Basingstoke:: Palgrave;.
     [Google Scholar]
  6. Bradley, Harriet. ( 2016), Fractured Identities: Changing Patterns of Inequalities, , 2nd ed.., Cambridge:: Polity Press;.
     [Google Scholar]
  7. Callaway, Helen. ( 1992;), ‘ Ethnography and experience: Gender implications on fieldwork and texts. ’, in J. Okeley, and H. Callaway. (eds), Anthropology and Autobiography, New York:: Routledge;, pp. 29–49.
     [Google Scholar]
  8. Cochran-Smith, Marilyn, and Lytle, Susan L.. ( 2009), Inquiry as Stance, New York:: Teachers College Press;.
     [Google Scholar]
  9. Cremata, Radio. ( 2017;), ‘ Facilitation in popular music education. ’, Journal of Popular Music Education, 1:1, pp. 63–82.
     [Google Scholar]
  10. Crenshaw, Kimbérle. ( 1989;), ‘ Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. ’, University of Chicago Legal Forum, 1:8, pp. 139–67.
     [Google Scholar]
  11. Crenshaw, Kimbérle. ( 1991;), ‘ Mapping the margins: Intersectionality, identity politics, and violence against women of color. ’, Stanford Law Review, 43:6, pp. 1241–99.
     [Google Scholar]
  12. Dewey, John. ( 1919), Reconstruction in Philosophy, Boston:: Beacon Press;.
     [Google Scholar]
  13. Dewey, John. ( 1931), The Way Out of Educational Confusion, Harvard:: Harvard University Press;.
     [Google Scholar]
  14. Dewey, John. ( [1916] 1980;), ‘ Democracy and education. ’, in J. A. Boydston. (ed.), The Middle Works, 1899–1924, vol. 9, Carbondale:: Southern Illinois University Press;.
     [Google Scholar]
  15. Finnish National Agency for Education ( 2014), National Core Curriculum for Basic Education 2014, Helsinki:: Finnish National Board of Education;.
     [Google Scholar]
  16. Green, Lucy. ( 2006;), ‘ Popular music education in and for itself, and for “other” music: Current research in the classroom. ’, International Journal of Music Education, 24:2, pp. 101–18.
     [Google Scholar]
  17. Hertz, Rosanna. ( 1997;), ‘ Introduction: Reflexivity and voice. ’, in R. Hertz. (ed.), Reflexivity and Voice, Thousand Oaks, CA:: Sage Publications;, pp. vii–xviii.
     [Google Scholar]
  18. Hess, Juliet. ( 2019;), ‘ Popular music education: A way forward or a new hegemony?. ’, in Z. Moir,, B. Powell, and G. D. Smith. (eds), The Bloomsbury Handbook of Popular Music Education, London:: Bloomsbury Academic;, pp. 29–44.
     [Google Scholar]
  19. Kallio, Alexis. ( 2015a;), ‘ Navigating (un)popular music in the classroom: Censure and censorship in an inclusive, democratic music education. ’, Ph.D. thesis, Helsinki:: Sibelius Academy;.
     [Google Scholar]
  20. Kallio, Alexis. ( 2015b;), ‘ Drawing a line in water: Constructing the school censorship frame in popular music education. ’, International Journal of Music Education, 33:2, pp. 195–209.
     [Google Scholar]
  21. Kallio, Alexis, and Partti, Heidi. ( 2013;), ‘ Music education for a nation: Teaching patriotic ideas and ideals in global societies. ’, Action, Criticism, and Theory for Music Education, 12:3, pp. 5–30.
     [Google Scholar]
  22. Kallio, Alexis, and Väkevä, Lauri. ( 2017;), ‘ Inclusive popular music education?. ’, in A.-V. Kärjä, and F. Holt. (eds), Oxford Handbook of Popular Music in the Nordic Countries, Oxford:: Oxford University Press;, pp. 75–89.
     [Google Scholar]
  23. Koskela, Minja,, Kuoppamäki, Anna,, Karlsen, Sidsel, and Westerlund, Heidi. ( forthcoming;), ‘ The paradox of democracy in popular music education: Intersectionalizing “youth” through curriculum analysis. ’, in A. Kallio,, S. Karlsen,, E. Saether, and H. Westerlund. (eds), The Politics of Diversity in Music Education.
     [Google Scholar]
  24. Laes, Tuulikki, and Schmidt, Patrick. ( 2016;), ‘ Activism within music education: Working towards inclusion and policy change in the Finnish music school context. ’, British Journal of Music Education, 33:1, pp. 5–23.
     [Google Scholar]
  25. Mouffe, Chantall. ( 2000), The Democratic Paradox, New York:: Verso;.
     [Google Scholar]
  26. Muukkonen, Minna. ( 2010;), ‘ Monipuolisuuden eetos. ’ (‘The ethos of versatility’) , Ph.D. thesis, Helsinki:: Sibelius Academy;.
     [Google Scholar]
  27. Naples, Nanacy A.. ( 1997;), ‘ A feminist revisiting of the insider/outsider debate. ’, in R. Hertz. (ed.), Reflexivity and Voice, Thousand Oaks, CA:: Sage Publications;, pp. 70–94.
     [Google Scholar]
  28. Rikandi, Inga. ( 2012;), ‘ Negotiating musical and pedagogical agency in a learning community. ’, Ph.D. thesis, Helsinki:: Sibelius-Akatemia;.
     [Google Scholar]
  29. Sawyer, Richard D.. ( 2016;), ‘ Desperately seeking self-reflexivity: A critique of a duoethnography about becoming a postcolonial teacher. ’, in H. Brown,, R. D. Sawyer, and J. Norris. (eds), Forms of Practitioner Reflexivity: Critical, Conversational, and Arts-based Approaches, New York:: Palgrave Macmillan;, pp. 117–35.
     [Google Scholar]
  30. Skeggs, Beverley. ( 1997), Formations of Class and Gender: Becoming Respectable, London:: SAGE Publications Ltd;.
     [Google Scholar]
  31. Statistics Finland ( 2019;), ‘ Population by origin and background country 1990–2017: Persons with foreign background, total. ’, http://vertinet2.stat.fi/VERTI/graph/viewpage.aspx?ifile=quicktables/Maahanmuuttajat/tausta_1&lang=1&rind=3&gskey=2. Accessed 10 May 2019.
  32. Väkevä, Lauri. ( 2006;), ‘ Teaching popular music in Finland: What’s up, what’s ahead?. ’, International Journal of Music Education, 24:2, pp. 126–31.
     [Google Scholar]
  33. Väkevä, Lauri, and Westerlund, Heidi. ( 2007;), ‘ The “method” of democracy in music education. ’, Action, Criticism, and Theory for Music Education, 6:4, pp. 96–108.
     [Google Scholar]
  34. Westerlund, Heidi. ( 2006;), ‘ Garage rock bands: A future model for developing musical expertise?. ’, International Journal of Music Education, 24:2, pp. 119–25.
     [Google Scholar]
  35. Wright, Ruth. ( 2017;), ‘ The longer revolution: The rise of vernacular musics as new channels of general learning. ’, Journal of Popular Music Education, 1:1, pp. 9–24.
     [Google Scholar]
  36. Koskela, Minja, and Leppänen, Taru. ( 2020;), ‘ How democratic is popular music in Finnish schools? Exploring popular music education through intersectionality. ’, Journal of Popular Music Education, 4:3, pp. 295–309, doi: https://doi.org/10.1386/jpme_00031_1
     [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/jpme_00031_1
Loading
  • Article Type: Article
Keyword(s): democracy; diversity; intersectionality; music education; popular music; reflexivity

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error