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Control, Constraint, Convergence: Examining Our Roles As Generalist Teacher Music Educators, Danielle Sirek, Terry G. Sefton
Control, Constraint, Convergence: Examining Our Roles As Generalist Teacher Music Educators, Danielle Sirek, Terry G. Sefton
Education Publications
This research explores the effects of institutional constraints on instructional practices in a preservice generalist teacher music education program in Ontario, Canada. Using Institutional Ethnography and document analysis of active texts, we, an adjunct and tenured professor, use our own experiences to elucidate the multiple points of control and constraint in which teacher education instructors operate. We examine the ways in which “official” documents, such as course outlines, activate institutional expectations and relations of power, and promote standardization (convergence). We explore factors that influence our curricular choices, pedagogical strategies, and occasional acts of resistance; and how these impact differently tenured …
“Until I Die, I Will Sing My Calypso Song”: Calypso, Soca, And Music Education Across A Generational Divide., Danielle Sirek
“Until I Die, I Will Sing My Calypso Song”: Calypso, Soca, And Music Education Across A Generational Divide., Danielle Sirek
Education Publications
In post-revolution Grenada, explorations of identity often reveal a generational divide. This generational divide is frequently expressed through music (Sirek 2013, 2018). In this qualitative case study I use an ethnographic methodological approach to examine Grenadian calypso and soca music, analyzing data collected from observations and participant observations, interviews, investigation of media/social media; as well as calypso and soca music and lyrics. Drawing from Tönnies’ (1887/2017) constructs of Gemeinschaft and Gesellschaft, I explore the ways in which calypso and soca musicking (Small 1998) and music education initiatives construct and articulate the generational divide in Grenada.