Traumas Resisted and (Re)Engaged

This book focuses on the traumatic experiences within and through music that individuals and collectives face, while considering ways in which they (re)engage with their traumas in educational settings. The chapters delve into the physical, psychological, philosophical, sociological, and political aspects, as they relate to the reciprocal influences of trauma on musical practices and education.

Readers are immersed in topics related to societal violence, physical injuries, grief, separation, loss, death, and ways of working through these in educational and artistic situations. In the introductory chapter, the co-editors draw attention to theoretical matters related to trauma through narrative inquiry in music education. The first section of the book, Separation Revisited, brings together notions of separation, focusing on how loss is emotionally and physically manifested when death, grief, and bodily injury are experienced. In the second section, (Re)Engaging with Lostand Found, readers are encouraged to imagine new possibilities considering trauma and loss in educational and musical spaces. These pieces offer deliberate ruminations moving the discourse toward (re)engagement in and through music education and artistic contexts. The co-editors conclude the book by drawing attention to narrative inquiry's double-edged nature in stories of trauma and how the retelling of lost and found narratives offers a way to imagine lives otherwiselives not smothered by grief and horrorthrough the conceivable reliving of unfathomable stories of experience.

This book emerges from the 7th International Conference on Narrative Inquiry in Music Education (NIME7), October 2020, co-hosted by Brock University, Faculty of Education and the University of Toronto, Faculty of Music, Ontario, Canada.

Addresses the necessity of vulnerability in music education research in narrative inquiry Focuses on trauma in relation to music education contexts and practices Merges narrative inquiry in music education and research on trauma and music education

Auteur
Shelley M. Griffin is Professor of Elementary Music Education in Brock University s Faculty of Education, Department of Educational Studies, St. Catharines, Ontario, Canada. She obtained her Doctor of Philosophy and Master of Education Degrees from the University of Alberta, and her Bachelor of Music Degree from the University of Prince Edward Island. Shelley s research interests include children s narratives of musical experiences, pre-service music teacher education, narrative inquiry, vulnerability, emotional pedagogy, informal faculty mentorship, and collaborative scholarship. Shelley presents at various international conferences on music education and teacher education and publishes in numerous international journals. Collaboratively, Shelley has co-authored articles in International Journal of Education & the Arts, Canadian Journal of Education, Mentoring & Tutoring: Partnership in Learning, Language & Literacy: A Canadian eJournal, and Teaching and Teacher Education. Shelley has also contributed a book chapter to Narrative Inquiries into Curriculum-Making in Teacher Education (Emerald Books), and co-authored chapters in Making Connections In and Through Arts-based Educational Research (Springer), Arts Education: A Global Affair (Brill), Perspectives on Arts Education Research in Canada, Vol II: Surveying the Landscape (Brill), Narrative Soundings: An Anthology of Narrative Inquiry in Music Education (Springer) and Personhood and Music Learning: Connecting Perspectives and Narratives (Canadian Music Educators Association). Shelley has served as the co-chair for the 7th International Conference on Narrative Inquiry in Music Education (NIME7). She is the 2019 recipient of the Brock University Faculty of Education Award for Excellence in Teaching. In addition to her teaching and scholarship, Shelley is an active musician in the Niagara, Ontario region, performing regularly as a vocalist with Avanti Chamber Singers.

Nasim Niknafs is Associate Professor of Music Education at the Faculty of Music, University of Toronto where she also serves as the Associate Dean, Research and Coordinator of Music Education. Nasim s interdisciplinary research concerning politics of contemporary music education, cultural politics, and political movements has been widely published in international journals and edited volumes of music education. Nasim is the guest editor of Action, Criticism, and Theory for Music Education s special issue on Anti-Racism, Anti-Fascism, and Anti-Discrimination in and through Music Education, and principal investigator of a Social Sciences and Humanities Research Council (SSHRC)-funded research titled, Sanctuary City: Cultural Programs, Music Education, and the Dignified Lives of Refugee Newcomers in Toronto. Nasim has served as the co-chair for the 7th International Conference on Narrative Inquiry in Music Education (NIME7) and holds degrees from Northwestern University, New York University, Kingston University, London, and University of Art, Tehran.

Contenu

Locating Profound Sensitivity and High Intensity in Facing Trauma in Music Education.- SEPARATION REVISITED.- When Grief Takes Hold: Unravelling Narrative Beginnings.- Unpublished (Re)Becca: Exploring the Professional Impact of Personal Trauma Through Narrative Beginnings.- Inhabiting Music from Absence: Rethinking the Possibilities of Music Education in Veracruz, Mexico.- Verlust, idée fixe, and Teufelsmühle: Trauma Inside and Outside of a Music Education Researcher.- Reclaiming Musical Identities Confounded by Injury and Damage.- Research From the Eye of the Hurricane: Slow Sensitivity as Resilient Re-engagement in Research After Physical Trauma.- (RE)ENGAGING WITH LOST AND FOUND.- Shifting Landscapes of Experience: Temporality and a Narrative Conceptualization of Trauma.- A Narrative of Disability and Inclusion in Germany: Implications for Trauma-Informed Inclusive Classroom Education in Music.- The Use of Trauma-InformedCommunity Music Practice in Enabling Narrative Through Songwriting.- The Conceivable Traumas of Narrative Inquiry in Music Education.