TY - JOUR
T1 - ‘They wasn't makin’ my kinda music’
T2 - a hip-hop musician's perspective on school, schooling, and school music
AU - Kruse, Adam J.
PY - 2016/7/2
Y1 - 2016/7/2
N2 - This article focuses on a hip-hop perspective of school, schooling, and school music. The study involves applications of ethnographic (including autoethnographic) techniques within the framework of a holistic multiple case study. One case is an adult amateur hip-hop musician named Terrence (pseudonym), and the other is myself (a traditionally trained American music educator and scholar). My history as a professional educator and scholar juxtaposed with Terrence's perspective as a high school dropout offers a valuable contrast of beliefs, values, and assumptions about school and education. Exploring Terrence's experiences and perceptions helps us to understand him as a musician and learner and also allows for a critical investigation of my own perspectives. Recognising my assumption-laden perspectives offers meaningful layers of nuance towards complicating the relationships between schools, those who school, and those who are schooled. Implications for teachers and researchers include expanding considerations of vernacular music in school settings and encouraging critical self-reflection.
AB - This article focuses on a hip-hop perspective of school, schooling, and school music. The study involves applications of ethnographic (including autoethnographic) techniques within the framework of a holistic multiple case study. One case is an adult amateur hip-hop musician named Terrence (pseudonym), and the other is myself (a traditionally trained American music educator and scholar). My history as a professional educator and scholar juxtaposed with Terrence's perspective as a high school dropout offers a valuable contrast of beliefs, values, and assumptions about school and education. Exploring Terrence's experiences and perceptions helps us to understand him as a musician and learner and also allows for a critical investigation of my own perspectives. Recognising my assumption-laden perspectives offers meaningful layers of nuance towards complicating the relationships between schools, those who school, and those who are schooled. Implications for teachers and researchers include expanding considerations of vernacular music in school settings and encouraging critical self-reflection.
KW - Autoethnography
KW - cultural diversity
KW - hip-hop
KW - popular music
KW - vernacular music
UR - http://www.scopus.com/inward/record.url?scp=84935432259&partnerID=8YFLogxK
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U2 - 10.1080/14613808.2015.1060954
DO - 10.1080/14613808.2015.1060954
M3 - Article
AN - SCOPUS:84935432259
VL - 18
SP - 240
EP - 253
JO - Music Education Research
JF - Music Education Research
SN - 1461-3808
IS - 3
ER -