Re-thinking Music Education Partnerships through intra-actions

Kinsella, Victoria and Fautley, Martin and Whittaker, Adam (2022) Re-thinking Music Education Partnerships through intra-actions. Music Education Research. ISSN 1461-3808

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Abstract

Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. In 2011, the English government supported a national plan for music education which aimed to alter the music education landscape which proposed to join up provision, between schools and music organisations, for all young people. Although the national plan addressed some of the issues of music variability, inconsistency in music education across the country continued.
Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership work that seeks to join up provision.
This paper presents findings from a four-year longitudinal project that aimed to explore the role of partnership work between schools and out-of-school music providers. It also analyses the impact the project had on young people, schools teachers’ and music leaders’ working for external music organisations, musical and educational knowledge, development and understanding, and it critiques structural issues and limitations of music education in England, offering new insight and resolutions.
Methodologically there has been an emerging interest in diffractive approaches and the intra-actions they produce (Barad 2007; Haraway 2008). An important part of the paper is to outline the importance of these novel methodologies that go beyond reflection and raise important questions regarding the role of diffractive and intra-active processes in education research projects. This is a novel consideration, which is pertinent for music education research internationally.

The paper concludes with a reconceptualisation of partnership work, and new theoretical underpinnings for future partnerships. It claims that successful partnerships should be intra-active, and that the process of diffraction can lead to non-hegemonic spaces for meaningful musical learning.

Item Type: Article
Identification Number: https://doi.org/10.1080/14613808.2022.2053510
Dates:
DateEvent
7 March 2022Accepted
27 March 2022Published Online
Uncontrolled Keywords: partnership, intra-action, methodology
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Victoria Kinsella
Date Deposited: 07 Mar 2022 14:17
Last Modified: 28 Mar 2022 12:34
URI: http://www.open-access.bcu.ac.uk/id/eprint/12930

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