A Posthuman Critique of the (De)Construction of Racial Identity in Western Classical Music Education

对西方古典音乐教育中种族认同的（解）构的后人类批判

基本信息

批准号：
2753495
负责人：
金额：
--
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2753495
关键词：
Posthuman Critique De Construction Racial

项目摘要

The focus of my proposed PhD research is centred around the desire to generate new perspectives and formulate more response-able pedagogies (Haraway) for instrumental teaching that support the development of positive racial identity for western classical music teachers and students of African/Caribbean and mixed heritage. The research will contribute to an extensive examination of classical music education and pedagogy through multiple lenses, (including decolonial, indigenous and critical race theories), as they intersect with the core theme of racial identity development as it manifests among students/teachers of African/Caribbean and mixed heritage. The proposed research approach is situated within the posthuman/post-qualitative works of Karen Barad, Donna Haraway, Rosi Braidotti, and Elizabeth St Pierre, pedagogical explorations adopting this research approach by researchers including Annouchka Bayley, Pamela Burnard and Carolyn Cooke, and drawing on texts from the field of music education and race/decolonial studies. I draw on a critical paradigm encompassing poststructuralist deconstruction as a way to interrogate dominant ideologies, as well as the ontological centeredness of the 'human,' shifting towards relational ontology. The intended methods include instrumental lesson/workshop based co-research and semi-structured interviews/focus groups with students and classical music educators of African/Caribbean and mixed heritage.

我提出的博士研究的重点是希望为器乐教学产生新的视角和制定更具响应性的教学法（哈拉维），以支持西方古典音乐教师和非洲/加勒比和混血学生积极的种族认同的发展遗产。该研究将有助于通过多个视角（包括非殖民、土著和批判种族理论）对古典音乐教育和教学法进行广泛的审查，因为它们与非洲/非洲学生/教师中所体现的种族认同发展的核心主题相交叉。加勒比海和混合遗产。拟议的研究方法位于凯伦·巴拉德 (Karen Barad)、唐娜·哈拉维 (Donna Haraway)、罗西·布雷多蒂 (Rosi Braidotti) 和伊丽莎白·圣皮埃尔 (Elizabeth St Pierre) 的后人类/后定性作品中，安努什卡·贝利 (Annouchka Bayley)、帕梅拉·伯纳德 (Pamela Burnard) 和卡罗琳·库克 (Carolyn Cooke) 等研究人员采用这种研究方法进行了教学探索，并借鉴了来自音乐教育和种族/非殖民研究领域的文本。我借鉴了一种批判范式，其中包括后结构主义解构主义，作为质疑主导意识形态以及“人类”的本体论中心性的一种方式，转向关系本体论。预期的方法包括基于器乐课/研讨会的共同研究以及与非洲/加勒比和混合遗产的学生和古典音乐教育者的半结构化访谈/焦点小组。