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Educating Musicians for Sustainability explores the intersections
of sustainability and music, investigating how sustainability
affects the development and professional preparation of musicians
while asking the question, ‘What does sustainability have to do
with music?’ The volume presents a series of case studies
organised according to an expanded view of the ‘four pillars of
sustainability’, addressing cultural, environmental, economic,
and social concerns. These case studies reveal a multitude of
intersections, highlighting the crucial role music can play in
raising awareness and overcoming the crisis of sustainability. In
examining pedagogical and practical implications, aspiring
musicians are encouraged to develop a broader view of the musical
profession as a human endeavour, one that is intimately related to
the world in which they live. Educating Musicians for
Sustainability addresses the most pressing and serious problem of
contemporary times – and seeks to inspire changes in attitudes
and behaviour, for the benefit of all of humanity.
Educating Musicians for Sustainability explores the intersections
of sustainability and music, investigating how sustainability
affects the development and professional preparation of musicians
while asking the question, 'What does sustainability have to do
with music?' The volume presents a series of case studies organised
according to an expanded view of the 'four pillars of
sustainability', addressing cultural, environmental, economic, and
social concerns. These case studies reveal a multitude of
intersections, highlighting the crucial role music can play in
raising awareness and overcoming the crisis of sustainability. In
examining pedagogical and practical implications, aspiring
musicians are encouraged to develop a broader view of the musical
profession as a human endeavour, one that is intimately related to
the world in which they live. Educating Musicians for
Sustainability addresses the most pressing and serious problem of
contemporary times - and seeks to inspire changes in attitudes and
behaviour, for the benefit of all of humanity.
Students entering higher education expect their studies to lead
them towards some specific form of professional career. But in this
age, complex internationalized professions are the main source of
work for graduates, so students need to prepare themselves for a
future that can be volatile, changeable and challenging. This book
shows how studentsnavigate their way through learning and become
effective students; it details how to shift the focus of their
learning away from the formalism associated with the university
situation towards the exigencies of working life. It is in this
sense that the book explores how people move from being expert
students to novice professionals. This book presents a model of
professional learning fashioned out of a decade of research
undertaken in countries half a world away from each other-Sweden
and Australia. It uses empirical research gathered from students
and teachers to show how students negotiate the forms of
professional knowledge they encounter as part of their studies and
how they integrate their understandings of a future professional
world with professional knowledge and learning. It reveals that as
students move from seeing themselves as learners, they take on more
of a novice professional identity which in turn provides a stronger
motivation for their formal studies."
This book considers the views of participants in the process of
becoming a mathematician, that is, the students and the graduates.
This book investigates the people who carry out mathematics rather
than the topics of mathematics. Learning is about change in a
person, the development of an identity and ways of interacting with
the world. It investigates more generally the development of
mathematical scientists for a variety of workplaces, and includes
the experiences of those who were not successful in the transition
to the workplace as mathematicians. The research presented is based
on interviews, observations and surveys of students and graduates
as they are finding their identity as a mathematician. The book
contains material from the research carried out in South Africa,
Northern Ireland, Canada and Brunei as well as Australia.
Students entering higher education expect their studies to lead
them towards some specific form of professional career. But in this
age, complex internationalized professions are the main source of
work for graduates, so students need to prepare themselves for a
future that can be volatile, changeable and challenging. This book
shows how studentsnavigate their way through learning and become
effective students; it details how to shift the focus of their
learning away from the formalism associated with the university
situation towards the exigencies of working life. It is in this
sense that the book explores how people move from being expert
students to novice professionals. This book presents a model of
professional learning fashioned out of a decade of research
undertaken in countries half a world away from each other-Sweden
and Australia. It uses empirical research gathered from students
and teachers to show how students negotiate the forms of
professional knowledge they encounter as part of their studies and
how they integrate their understandings of a future professional
world with professional knowledge and learning. It reveals that as
students move from seeing themselves as learners, they take on more
of a novice professional identity which in turn provides a stronger
motivation for their formal studies."
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