In Music Education Research Volume 10, Issue 4, 2008 by Roger Mantie
From http://www.tandfonline.com/doi/abs/10.1080/14613800802547706:
Getting unstuck: the One World Youth Arts Project, the music education paradigm, and youth without advantage
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Access options DOI: 10.1080/14613800802547706Roger Mantiea*
pages 473-483
Publishing models and article dates explained
Version of record first published: 04 Dec 2008
Abstract The purpose of this paper is to discuss, utilising Miller's theoretical framework for social justice, findings of a research study examining the dramatic musical and educational results of an alternative music education programme in Toronto, Canada. What is particularly striking about the findings are the ways in which the participants (youth without advantage) claimed their subjectivity through highly personal music making – ‘authoring’ themselves in ways not dependent on a priori cultural capital. By emphasising diversity, individuality, collaboration, and non-traditional views of ‘musical literacy’, the ‘One World Youth Arts Project’ fostered in students a sense of dignity, self-worth, and empowerment that they employed in order to succeed both in and out of school.
Keywords
Getting unstuck: the One World Youth Arts Project, the music education paradigm, and youth without advantage
Preview
Access options DOI: 10.1080/14613800802547706Roger Mantiea*
pages 473-483
Publishing models and article dates explained
Version of record first published: 04 Dec 2008
Abstract The purpose of this paper is to discuss, utilising Miller's theoretical framework for social justice, findings of a research study examining the dramatic musical and educational results of an alternative music education programme in Toronto, Canada. What is particularly striking about the findings are the ways in which the participants (youth without advantage) claimed their subjectivity through highly personal music making – ‘authoring’ themselves in ways not dependent on a priori cultural capital. By emphasising diversity, individuality, collaboration, and non-traditional views of ‘musical literacy’, the ‘One World Youth Arts Project’ fostered in students a sense of dignity, self-worth, and empowerment that they employed in order to succeed both in and out of school.
Keywords
