From Shifting Sands to Disappearing in Dunes: Using critically reflexive autoethnography to rethink place, position and purpose in general classroom music teacher education
Axtell, Ian James (2021) From Shifting Sands to Disappearing in Dunes: Using critically reflexive autoethnography to rethink place, position and purpose in general classroom music teacher education. Doctoral thesis, Birmingham City University.
Preview |
Text
Ian Axtell EdD Thesis published_Final version_Submitted Nov 2020_Final Award Mar 2021.pdf - Accepted Version Download (2MB) |
Abstract
My role as a university-based, general classroom music (GCM) teacher educator in England has become unclear, exacerbated by a number of policies that have undermined the field of classroom music (CM) in schools and the role of universities in teacher education. This research provided an opportunity to interrogate my professional practice and to rethink my place, position and purpose in the contemporary world of GCM teacher education. Critically reflexive autoethnography was used as a propaedeutic investigation for future critically reflexive action research (Weil, 1998; Hughes and Pennington, 2017). Concepts from Bourdieu (1977; 1986), particularly field, habitus and capital, were employed as theoretical lenses (Brookfield, 2017) through which to analyse personal perceptions of practice. Initial data was shared through purposeful autobiographic narratives (PANs). Each PAN in turn was analysed with reference to relevant literature to move my perspective from the personal, internal and autobiographic towards the social, external and ethnographic. A process of critiquing personal perspectives using relevant theoretical literature continued through a second stage of analysis, considering the key concepts of place, position and purpose using theoretical frameworks derived from Bourdieu and Bernstein. Theoretical perspectives from Biesta and Shulman then act as critical catalysts to initiate the framing of a signature pedagogy for GCM teacher education. Figures are used within the final chapters to frame personal theorising or contributions to knowledge. The concluding section was a process of integrated crystallisation where the rethinking or reconstructing of personal conceptual perceptions were acknowledged in light of new knowing gained from the research process.
Item Type: | Thesis (Doctoral) |
---|---|
Dates: | Date Event 24 November 2020 Submitted 26 March 2021 Accepted |
Uncontrolled Keywords: | General classroom music education; classroom music teacher education; autoethnography; critical reflexivity; third space; field; habitus; capital; signature pedagogy |
Subjects: | CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training |
Divisions: | Doctoral Research College > Doctoral Theses Collection Faculty of Health, Education and Life Sciences > College of Education and Social Work |
Depositing User: | Jaycie Carter |
Date Deposited: | 17 Jun 2022 12:20 |
Last Modified: | 17 Jun 2022 12:20 |
URI: | https://www.open-access.bcu.ac.uk/id/eprint/13302 |
Actions (login required)
View Item |