Critical Friendship Collaborative Self-Study: Two Music Educators' Experiences Moving Across Spaces of Teaching and Learning

• In Event: Self-Study and the Exploration of Teacher Educator Identities, Practices, and Dispositions

Abstract

This critical friendship collaborative self-study investigates embodied experiences of two music teacher educator/researchers across spaces of teaching and learning. Narrative perspectives are derived from stories of experience, conversations, and interviews where we question assumptions of teaching and learning and deconstruct our understanding of issues that influence our goals, beliefs, and music praxes. Themes emerge from aspects of temporality, sociality, and place (Connelly and Clandinin, 2006), guided by the methodological framework of critical friendship protocol theory, self-study perspectives, and postmodern feminist theory related to music education. Results reveal the potential of these frameworks to disrupt conformity in music education, recognize and deconstruct vulnerabilities and silencing mechanisms, and advance shared goals and meaning making in our respective music praxes through dialogic interactions.

Authors

• Janet Spring, Lakehead University

• Sharon Elizabeth Dutton, Halton District School Board