Advertisement

Complex Knowing: Promoting Response-Ability Within Music and Science Teacher Education

  • Carolyn CookeEmail author
  • Laura Colucci-Gray
Chapter

Abstract

There are significant pressures within UK Initial Teacher Education (ITE) to maintain and reproduce notions of knowledge as fixed, universal and therefore ‘bankable’ through transfer or transmission. Such views, as embedded in educational structures, separate teachers from learners and learners from contexts. An interesting subset of this trend is the case of music and science education, both of which share in a tradition of materialist practice, where knowledge-making derives from the use of ‘instruments’. A representational view of knowledge in these subjects has historically privileged tradition, canon, and reification in music, while emphasising facts and theories as separate from values in science. While these representational views of knowledge have been contested by feminist theory, materialism, and complexity theory, there remain significant challenges in developing music and science student teachers who are response-able to a view of knowing as active, dynamic, emergent and entangled. This chapter explores the use of sensory learning tools and activities with two groups of music and science student teachers. Thinking with Donna Haraway (Staying with the trouble: Making kin in the chthulucene. Duke University Press, New York, 2016), we engage with the ‘trouble’ that such tools and activities create, both in terms of the students’ learning, the lecturers’ positioning and the socio-political contexts of such trouble within ITE.

Keywords

Trouble Science Music Sensorium Socio-material Diffraction Embodiment 

Notes

Acknowledgements

Pictures courtesy of Cairi MacIntosh, Scott Coutts, Claire Cameron, Chloe Stephen, Erin MacGregor and Lynn Erskine.

References

  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. New York: Duke University Press.Google Scholar
  2. Bateson, G. (1972). Steps to an ecology of the mind. New York: Ballantine Books.Google Scholar
  3. Biesta, G. J. J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87.Google Scholar
  4. Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30(2), 111–127.Google Scholar
  5. Braidotti, R. (1994). Nomadic subjects: Embodiment and sexual difference in contemporary feminist theory. Toronto: Columbia University Press.Google Scholar
  6. Brown, T. L. (2004). Making truth: Metaphor in science. Chicago: University of Illinois Press.Google Scholar
  7. Caquard, S., & Cartwright, W. (2014). Narrative cartography: From mapping stories to the narrative of maps and mapping. The Cartographic Journal, 51(2), 101–106.Google Scholar
  8. Colucci-Gray, L. (2018). Undertaking research at the interface between disciplines: Questions of purpose, method, and possibilities. Granite: Aberdeen University Postgraduate Interdisciplinary Journal, 2(1), 4–15.Google Scholar
  9. Dewey, J. (1929). The quest for certainty: A study of the relation of knowledge and action. New York: Putnam.Google Scholar
  10. Dunne, S. (1997). Back to the rough ground: Practical judgement and the lure of technique. Paris: University of Notre Dame Press.Google Scholar
  11. Dylan, B. (1962). A hard rain’s a-gonna fall. Columbia Records.Google Scholar
  12. Freire, P. (1990). Pedagogy of the oppressed. New York: Continuum.Google Scholar
  13. Galison, P. L. (2000). Einstein’s clocks: The place of time. Critical Inquiry, 26(2), 355–389.Google Scholar
  14. Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. New York: Duke University Press.Google Scholar
  15. Hermansson, E. (2014). A posthumanist aesthetics of physicality in music: An understanding of the mind-body problem with music by Marie Samuelsson. Stockholm: Stockholm University Press.Google Scholar
  16. Krueger, J. (2015). Musicing, materiality, and the emotional niche. Action, Criticism & Theory for Music Education, 14(3), 1–19.Google Scholar
  17. Mamlok, D. (2017). Active listening, music education, and society. In Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.Google Scholar
  18. Murris, K. (2016). The posthuman child: Educational transformation through philosophy with picture books. Oxon: Routledge.Google Scholar
  19. Obrador-Pons, P. (2009). Building castles on the sand: Repositioning touch on the beach. The Senses and Society, 4(2), 95–210.Google Scholar
  20. Osberg, D., Biesta, G., & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. Educational Philosophy and Theory, 40(1), 213–227.Google Scholar
  21. Østergaard, E. (2017). Earth at rest. Aesthetic experience and students’ grounding in science education. Science & Education, 26(5), 557–582.Google Scholar
  22. Pedersen, H. (2010). Is “the posthuman” educable? On the convergence of educational philosophy, animal studies, and posthumanist theory. Discourse, 31(2), 237–250.Google Scholar
  23. Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., et al. (2014). Toward a posthumanist education. Journal of Curriculum Theorizing, 30(2).Google Scholar
  24. Springgay, S., & Truman, S. (2017). A transmaterial approach to walking methodologies: Embodiment, affect, and a sonic art performance. Body and Society, 23(4), 27–58.Google Scholar
  25. Spruce, G. (2016). The ideology of aesthetic listening. In C. Cooke, C. Philpott, K. Evans, & G. Spruce (Eds.), Learning to teach music in the secondary school. London: Routledge.Google Scholar
  26. St. Pierre, E. (1997). Circling the text: Nomadic writing practices. Qualitative Inquiry, 3(4), 403–417.Google Scholar
  27. Taylor, C. (2013). Objects, bodies and space: Gender and embodied practices of mattering in the classroom. Gender and Education, 25(January), 688–703.Google Scholar
  28. Taylor, C., & Bovill, C. (2018). Towards an ecology of participation: Process philosophy and co-creation of higher education curricula. European Educational Research Journal, 17(1), 112–128.Google Scholar
  29. Van Boeckel, J. (2015). Angels talking back and new organs of perception: Art-making and intentionality in nature experience. Visual Inquiry: Learning and Teaching Art, 4(2), 111–122.Google Scholar
  30. Wainwright, J., & Bryan, J. (2009). Cartography, territory, property: Postcolonial reflections on indigenous counter-mapping in Nicaragua and Belize. Cultural Geographies, 16(2), 153–178.Google Scholar
  31. Whitehead, A. N. (1929). Process and reality. Cambridge: Cambridge University Press.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.The University of EdinburghEdinburghScotland, UK

Personalised recommendations