Boundary crossing pedagogy in Swedish folk music tradition : Communities of practice with implications for higher music education
Summary, in English
This presentation is based on sensuous scholarship (Stoller, 1997) participant observations and interviews with the doyen of Swedish folk music pedagogy Jonny Soling, 73 years old, and the students, most of them 60+, at the distance course “Folk music violin”. Analyzing the data through the theoretical lenses of communities of practice (Lave & Wenger, x) the lifelong learning processes that flourish at Malungs folkhögskola are reviewed in the light of a conceptual framework that highlights sustainability potentials for societies with ageing and diverse populations.
The methodological inspiration for this study stems from interviews performed in Gambia (Sæther, 2003) where the questions in a sense were asked by the kora , played by co-researcher jali Alagi Mbye. In the interview with the ageing Kanuteh brothers, the ostinatos played on the kora, accompanying the conversation, skilfully guided the expert musicians to discuss and reflect on pedagogical and societal aspects within their own tradition. The younger master Alagi Mbye was concerned with widened participation, a music education for all, including children from non jali families, regardless gender. He had at that time already violated the “traditional curriculum”, by opening a school for all – much in line with Jonny Solings distance education “Folkmusik fiol”, open for all.
The guiding research questions is:
What are the components of current folk music pedagogy and what are the implications for higher music education of learnings from traditional masters?
- Lärare (Musikhögskolan)
- Educational Sciences
Cultural Diversity in Music Education
2019-06-18 - 2019-06-18
Tel Aviv, Israel