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Narrative Inquiry in Music Education - Troubling Certainty (Hardcover, 2009 ed.)
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Narrative Inquiry in Music Education - Troubling Certainty (Hardcover, 2009 ed.)
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Margaret S. Barrett and Sandra L. Stauffer We live in a "congenial
moment for stories" (Pinnegar & Daynes, 2007, p. 30), a time in
which narrative has taken up a place in the "landscape" of inquiry
in the social sciences. This renewed interest in storying and
stories as both process and product (as eld text and research text)
of inquiry may be attributed to various methodological and
conceptual "turns," including the linguistic and cultural, that
have taken place in the humanities and social sciences over the
past decades. The purpose of this book is to explore the "narrative
turn" in music education, to - amine the uses of narrative inquiry
for music education, and to cultivate ground for narrative inquiry
to seed and ourish alongside other methodological approaches in
music education. In a discipline whose early research strength was
founded on an alignment with thesocialsciences,
particularlythepsychometrictradition, oneofthekeychallenges for
those embarking on narrative inquiry in music education is to
ensure that its use is more than that of a "musical ornament," an
elaboration on the established themes of psychometric inquiry,
those of measurement and certainty. We suggest that narrative
inquiry is more than a "turn" (as noun), "a melodic embellishment
that is played around a given note" (Encarta World English
Dictionary, 2007, n. p. ); it is more than elaborationon a
position, the adding of extra notes to make a melody more beautiful
or interesting.
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