Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic
This article examines how three Inuit student teachers in the Nunavut Teacher Education Program invested their social and cultural capital during a music course for classroom teachers, which the author taught in the Canadian Arctic. She describes how, through the musical games they invented for use...
Published in: | International Journal of Music Education |
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Language: | English |
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Online Access: | http://dx.doi.org/10.1177/0255761406069659 https://journals.sagepub.com/doi/pdf/10.1177/0255761406069659 |
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crsagepubl:10.1177/0255761406069659 2024-09-30T14:30:11+00:00 Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic Russell, Joan 2006 http://dx.doi.org/10.1177/0255761406069659 https://journals.sagepub.com/doi/pdf/10.1177/0255761406069659 en eng SAGE Publications https://journals.sagepub.com/page/policies/text-and-data-mining-license International Journal of Music Education volume 24, issue 3, page 231-242 ISSN 0255-7614 1744-795X journal-article 2006 crsagepubl https://doi.org/10.1177/0255761406069659 2024-09-10T04:24:48Z This article examines how three Inuit student teachers in the Nunavut Teacher Education Program invested their social and cultural capital during a music course for classroom teachers, which the author taught in the Canadian Arctic. She describes how, through the musical games they invented for use in Inuit classrooms, these students positioned themselves as agents of their own learning and as wielders of power in the context of emergent Inuit education. Three examples of their invented musical games are presented to illustrate these processes. The author concludes that in increasingly culturally diverse teaching contexts it is important to be conscious of our students' habitus – the embedded history, the unconscious set of ideas, beliefs and emotions that guide how we think, feel and act – in our decisions regarding content, goals and evaluations of achievement. Article in Journal/Newspaper Arctic inuit Nunavut SAGE Publications Arctic Nunavut Qallunaat ENVELOPE(-56.350,-56.350,73.600,73.600) International Journal of Music Education 24 3 231 242 |
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Open Polar |
collection |
SAGE Publications |
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crsagepubl |
language |
English |
description |
This article examines how three Inuit student teachers in the Nunavut Teacher Education Program invested their social and cultural capital during a music course for classroom teachers, which the author taught in the Canadian Arctic. She describes how, through the musical games they invented for use in Inuit classrooms, these students positioned themselves as agents of their own learning and as wielders of power in the context of emergent Inuit education. Three examples of their invented musical games are presented to illustrate these processes. The author concludes that in increasingly culturally diverse teaching contexts it is important to be conscious of our students' habitus – the embedded history, the unconscious set of ideas, beliefs and emotions that guide how we think, feel and act – in our decisions regarding content, goals and evaluations of achievement. |
format |
Article in Journal/Newspaper |
author |
Russell, Joan |
spellingShingle |
Russell, Joan Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic |
author_facet |
Russell, Joan |
author_sort |
Russell, Joan |
title |
Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic |
title_short |
Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic |
title_full |
Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic |
title_fullStr |
Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic |
title_full_unstemmed |
Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic |
title_sort |
inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the canadian arctic |
publisher |
SAGE Publications |
publishDate |
2006 |
url |
http://dx.doi.org/10.1177/0255761406069659 https://journals.sagepub.com/doi/pdf/10.1177/0255761406069659 |
long_lat |
ENVELOPE(-56.350,-56.350,73.600,73.600) |
geographic |
Arctic Nunavut Qallunaat |
geographic_facet |
Arctic Nunavut Qallunaat |
genre |
Arctic inuit Nunavut |
genre_facet |
Arctic inuit Nunavut |
op_source |
International Journal of Music Education volume 24, issue 3, page 231-242 ISSN 0255-7614 1744-795X |
op_rights |
https://journals.sagepub.com/page/policies/text-and-data-mining-license |
op_doi |
https://doi.org/10.1177/0255761406069659 |
container_title |
International Journal of Music Education |
container_volume |
24 |
container_issue |
3 |
container_start_page |
231 |
op_container_end_page |
242 |
_version_ |
1811635216262889472 |