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This volume of Advances in Music Education Research with the idea of research as “situated inquiry.” We intend this metaphor to stand for a general description of the contextualized processes music education researchers use to frame, generate, augment and refine knowledge. The works in this volume illustrate the many ways in which knowledge has been constructed out of multiple approaches to studying an idea or exploring questions. All seek to expand our knowledge of music education in some form. How we go about engaging in knowledge construction, and what we learn from the different processes involved, is a function of the activities, contexts, and cultures in which our work is “situated.” Both knowledge and action is “located,” that is, research is placed, positioned or embedded (Lave & Wenger, 1990). Each study illustrates these ideas: All are informed by different theoretical frameworks, use different pathways to explore problems of interest and concern, and have something important to say to different constituencies or stakeholders. All, however, are the result of perceived phenomena or human interpretations of a context. Situated inquiry is neither a quantitative nor qualitative approach to research, nor is it a “mixed-methods” approach. Rather, situated inquiry is a function of the beliefs and behaviors of the individuals involved in it. It is also a function (and outcome) of the individuals who seek to join a community of practitioners who practice and engage in research. Although the authors in this volume identify with or have self-selected to employ specific kinds of approaches, they exemplify their communities of practices by the very discourses and structures of their reports. Active perception, however, remains central to their inquiry and to the way they frame, generate, augment and refine knowledge.
This collection explores the strengths and weaknesses of postmodern social theory in the struggle against racism. Recognizing diversity as a conduit for resilience, endurance, and strength, the editors have tried to encourage coalition building by bringing together historians, sociologists, cultural theorists, and literary scholars in dialogue with artists and activists. Topics considered include nation formation, racialized states, cultural racism, multiculturalism, hyphenated and mixed-race identities, media and representation, and shifting identities.
This collection addresses the world-wide pattern of falling birth rates. Fertility has commonly been treated from a specialized demographic perspective, but there is today widespread dissatisfaction with conventional demographic approaches, which are criticized for neglecting the cultural, social, and political forces that affect reproductive behavior. For their part, anthropologists have only recently begun to apply their characteristic approaches to the study of reproduction. Drawing on new ethnographic and historical research and on a variety of theoretical approaches, the contributors to this book indicate some of the ways in which demography might take into account historical processes, political forces, and cultural conceptions.
The twentieth century witnessed not only the devastation of war, conflict, and injustice on a massive scale, but it also saw the emergence of social psychology as a discipline committed to addressing these and other social problems. In the 21st century, however, the promise of social psychology remains incomplete. We have witnessed the reprise of authoritarianism and the endurance of institutionalized forms of oppression such as sexism, racism, and heterosexism across the globe. Edited by Phillip L. Hammack, The Oxford Handbook of Social Psychology and Social Justice reorients social psychology toward the study of social injustice in real-world settings. The volume's contributing authors effectively span the borders between cultures and disciplines to better highlight new and emerging critical paradigms that interrogate the very real consequences of social injustice. United in their belief in the possibility of liberation from oppression, with this Handbook, Hammack and his contributors offer a stirring blueprint for a new, important kind of social psychology today.
Sociological Thinking in Music Education presents new ideas about music teaching and learning as important social, political, economic, ecological, and cultural ways of being. At the book's heart is the intersection between theory and practice where readers gain glimpses of intriguing social phenomena as lived through music learning and teaching. The vital roles played by music and music education in various societies around the world are illustrated through pivotal intersections between music education and sociology: community, schooling, and issues of decolonization. In this book, emerging as well as established scholars mobilize the links between applied sociology, music, education, and music education in ways that intersect the scholarly and the personal. These interdisciplinary vantage points fulfil the book's overarching aim to move beyond mere descriptions of what is, by analyzing how social inequalities and inequities, conflict and control, and power can be understood in and through music teaching and learning at both individual and collective levels. The result is not only encountering new ideas regarding the social construction of music education practices in specific places, but also seeing and hearing familiar ones in fresh ways. Digital assets enable readers to meet the authors and the points of their inquiry via various audiovisual media, including videos, a documentary music film, and multi-lingual video précis for each chapter in English as well as in each author's language of origin.
Setting opera within a variety of contexts - social, aesthetic, historical - Lindenberger illuminates a form that has persisted in recognizable shape for over four centuries. The study examines the social entanglements of opera, for example the relation of Mozart's Abduction from the Seraglio and Verdi's Il trovatore to its initial and later audiences. It shows how modernist opera rethought the nature of theatricality and often challenged its viewers by means of both musical and theatrical shock effects. Using recent experiments in neuroscience, the book demonstrates how different operatic forms developed at different periods to create new ways of exciting a public. Lindenberger considers selected moments of operatic history from Monteverdi's Orfeo to the present to study how the form has communicated with its diverse audiences. Of interest to scholars and operagoers alike, this book advocates and exemplifies opera studies as an active, emerging area of interdisciplinary study.
Uruguayan writer Eduardo Galeano has described U.S. and Latin American culture as continually hobbled by amnesia—unable, or unwilling, to remember the influence of mestizos and indigenous populations. In Mestizos Come Home! author Robert Con Davis-Undiano documents the great awakening of Mexican American and Latino culture since the 1960s that has challenged this omission in collective memory. He maps a new awareness of the United States as intrinsically connected to the broader context of the Americas. At once native and new to the American Southwest, Mexican Americans have “come home” in a profound sense: they have reasserted their right to claim that land and U.S. culture as their own. Mestizos Come Home! explores key areas of change that Mexican Americans have brought to the United States. These areas include the recognition of mestizo identity, especially its historical development across the nineteenth and twentieth centuries; the re-emergence of indigenous relationships to land; and the promotion of Mesoamerican conceptions of the human body. Clarifying and bridging critical gaps in cultural history, Davis-Undiano considers important artifacts from the past and present, connecting the casta (caste) paintings of eighteenth-century Mexico to modern-day artists including John Valadez, Alma López, and Luis A. Jiménez Jr. He also examines such community celebrations as Day of the Dead, Cinco de Mayo, and lowrider car culture as examples of mestizo influence on mainstream American culture. Woven throughout is the search for meaning and understanding of mestizo identity. A large-scale landmark account of Mexican American culture, Mestizos Come Home! shows that mestizos are essential to U.S. national culture. As an argument for social justice and a renewal of America’s democratic ideals, this book marks a historic cultural homecoming.
The pilgrimage from Plato to NATO (episodes in embushelment) -- The last time scientists struggled for the soul of science -- The politics of the scientific image in the age of Conant -- From Conant's education strategy to Kuhn's research strategy -- How Kuhn unwittingly saved social science from a radical future -- The world not well lost (philosophy after Kuhn) -- Kuhnification as ritualized political impotence (the hidden history of science studies).
In recent years, the term global art has become a catchphrase in contemporary art discourses. Going beyond additive notions of canon expansion, this volume encourages a differentiated inquiry into the complex aesthetic, cultural, historical, political, epistemological and socio-economic implications of both the term global art itself and the practices it subsumes. Focusing on diverse examples of art, curating, historiography and criticism, the contributions not only take into account (new) hegemonies and exclusions but also the shifting conditions of transcultural art production, circulation and reception.