東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Listening to Music Educators in Sono...

Luque Karam, Andrea.

FindBook

Google Book

Amazon

博客來

Listening to Music Educators in Sonora, Mexico While Challenging My Privilege: An Autoethnographic Account.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Listening to Music Educators in Sonora, Mexico While Challenging My Privilege: An Autoethnographic Account./
作者:	Luque Karam, Andrea.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	262 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Sociology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30788346
ISBN:	9798380595995

Listening to Music Educators in Sonora, Mexico While Challenging My Privilege: An Autoethnographic Account.
Luque Karam, Andrea.

Listening to Music Educators in Sonora, Mexico While Challenging My Privilege: An Autoethnographic Account. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 262 p.

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2023.

This item must not be sold to any third party vendors.

The problem addressed in this critical autoethnographic study concerns the lack of higher education opportunities for musicians in the state of Sonora, Mexico and the ways in which that impacts music educators from the region. In particular, I look at the different paths music teachers take to follow their vocation by critically examining my privileged music education story. I base this critical lens on a framework of capital to understand the types of resources and forms of capital that are needed to study music professionally in Sonora. This study is presented through stories and poems that reflect the realities of my music education journey as well as the stories of this study's participants. The primary research question was: What factors, including social class, impact the availability and accessibility of resources and professional development opportunities for music educators in Sonora, Mexico? To collect my data, I employed individual/personal and what I call "collective" forms of data collection through journaling/creative writing and interactive focus groups. The creative writing I engaged with included letter-writing, poems, and vignettes. I did some of my personal writing before and after conducting the interactive interviews to constantly reflect and embody the practice of meaning-making. This study included 19 participants who are active music educators in Sonora and who were assigned to three focus groups. Upon completion of the nine interview sessions (three per group), I began to engage with the collected data by relistening to interviews, reading Spanish transcriptions and thinking about the possibilities for selecting and translating such stories. After identifying important moments in participants' narratives, I reread my selections to identify different forms of capital that were represented. The four forms of capital with which I framed my analyses are economic, social, cultural, and human capital, which I based on literature by Becker (1964), Bourdieu (1986), Coleman (1988), Lin (2001), Portes (1998), and Schultz (1971).Based on this study's data and my personal reflections, I concluded that the factors that positively impact the accessibility of resources to study music in the state of Sonora are mostly tied to social and cultural capital. Those who studied music at the college level had some kind of support system that influenced when and how they started learning music, as well as providing them with information about where they could continue studying music. When it comes to professionalization, however, social and economic capital seem the most impactful based on our reflections. I consider my family's economic capital as an ultimate differentiator between the schools I had access to at the elementary and college level, informal education settings like private lessons, and those schools and opportunities accessed by participants. Furthermore, I share how it was evident in participants? interactions that western music education practices are what they consider as legitimate, regardless of their education attainment or the musical genres that they engage with.

ISBN: 9798380595995Subjects--Topical Terms:

516174
Sociology.
Subjects--Index Terms:

Music education barriers

Listening to Music Educators in Sonora, Mexico While Challenging My Privilege: An Autoethnographic Account.
LDR:04660nmm a2200505 4500 001 2394778
005 20240429063854.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380595995
035 $a (MiAaPQ)AAI30788346
035 $a (MiAaPQ)OhioLINKosu1683445006595149
035 $a AAI30788346
040 $a MiAaPQ $c MiAaPQ
100 1 $a Luque Karam, Andrea. $3 3764271
245 1 0 $a Listening to Music Educators in Sonora, Mexico While Challenging My Privilege: An Autoethnographic Account.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 262 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Richardson, Jennifer T. E.
502 $a Thesis (Ph.D.)--The Ohio State University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The problem addressed in this critical autoethnographic study concerns the lack of higher education opportunities for musicians in the state of Sonora, Mexico and the ways in which that impacts music educators from the region. In particular, I look at the different paths music teachers take to follow their vocation by critically examining my privileged music education story. I base this critical lens on a framework of capital to understand the types of resources and forms of capital that are needed to study music professionally in Sonora. This study is presented through stories and poems that reflect the realities of my music education journey as well as the stories of this study's participants. The primary research question was: What factors, including social class, impact the availability and accessibility of resources and professional development opportunities for music educators in Sonora, Mexico? To collect my data, I employed individual/personal and what I call "collective" forms of data collection through journaling/creative writing and interactive focus groups. The creative writing I engaged with included letter-writing, poems, and vignettes. I did some of my personal writing before and after conducting the interactive interviews to constantly reflect and embody the practice of meaning-making. This study included 19 participants who are active music educators in Sonora and who were assigned to three focus groups. Upon completion of the nine interview sessions (three per group), I began to engage with the collected data by relistening to interviews, reading Spanish transcriptions and thinking about the possibilities for selecting and translating such stories. After identifying important moments in participants' narratives, I reread my selections to identify different forms of capital that were represented. The four forms of capital with which I framed my analyses are economic, social, cultural, and human capital, which I based on literature by Becker (1964), Bourdieu (1986), Coleman (1988), Lin (2001), Portes (1998), and Schultz (1971).Based on this study's data and my personal reflections, I concluded that the factors that positively impact the accessibility of resources to study music in the state of Sonora are mostly tied to social and cultural capital. Those who studied music at the college level had some kind of support system that influenced when and how they started learning music, as well as providing them with information about where they could continue studying music. When it comes to professionalization, however, social and economic capital seem the most impactful based on our reflections. I consider my family's economic capital as an ultimate differentiator between the schools I had access to at the elementary and college level, informal education settings like private lessons, and those schools and opportunities accessed by participants. Furthermore, I share how it was evident in participants? interactions that western music education practices are what they consider as legitimate, regardless of their education attainment or the musical genres that they engage with.
590 $a School code: 0168.
650 4 $a Sociology. $3 516174
650 4 $a Music. $3 516178
650 4 $a Latin American history. $3 2122902
650 4 $a Higher education. $3 641065
650 4 $a Art education. $3 547650
650 4 $a Performing arts. $3 523119
650 4 $a Fine arts. $3 2122690
650 4 $a Arts management. $3 3168382
650 4 $a Education. $3 516579
650 4 $a Music education. $3 3168367
653 $a Music education barriers
653 $a Sonora
653 $a Mexico higher education
653 $a Higher education inequities
653 $a Autoethnographic study
653 $a Music research
690 $a 0273
690 $a 0626
690 $a 0522
690 $a 0745
690 $a 0515
690 $a 0357
690 $a 0413
690 $a 0641
690 $a 0336
690 $a 0424
710 2 $a The Ohio State University. $b Arts Administration, Education and Policy. $3 3193837
773 0 $t Dissertations Abstracts International $g 85-04A.
790 $a 0168
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30788346