| 1. |
- Houmann, Anna, et al.
(författare)
-
The reinvented music teacher - researcher in the making : Conducting educational development through intercultural collaboration
- 2019. - 1
-
Ingår i: Visions for Intercultural Music Teacher Education. - 1573-4528. - 9783030210281 ; 26:1, s. 101-101
-
Bokkapitel (refereegranskat)abstract
- Music educators working in cross-cultural contexts are faced with both challenges and possibilities, often finding themselves in need of multidimensional re-invention. This chapter focuses on teacher-researchers, contextualising them within the frame of institutional change and intercultural music teacher education. Taking an active role in educational development and regenerating usual patterns of action in music-education institutions sets various challenges as well as opportunities for the teacher-researchers involved. In this chapter we reflect on experiences through two intercultural collaborations: (1) Global Visions Through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal (a research sub-project in Nepal), and (2) A collaboration between Malmö Academy of Music and Vietnam National Academy of Music under a project Supporting Vietnamese Culture for Sustainable Development. We reflect on these processes through core concepts of affective actions and micropolitics. Our aim is to contribute to knowledge building in the field of sustainable institutional change aiming for globally appropriate music teacher education.
|
|
| 2. |
- Sæther, Eva, et al.
(författare)
-
Intercultural game in music teacher education : Exploring El Sistema in Sweden
- 2019
-
Ingår i: Visions for intercultural music teacher education. - 2214-0069 .- 1573-4528. ; 26, s. 63-63
-
Bokkapitel (refereegranskat)abstract
- El Sistema, the originally Venezuelan music teaching movement is spreading worldwide, suggesting Western classical music as a tool for counteracting poverty and segregation. In Sweden, this represents an interesting and perhaps pro- voking twist, as the hegemony of classical music in music teacher education has since long been replaced by the hegemony of popular music. Based on eldwork during the implementation of El Sistema in Malmö, the most multicultural town in Sweden, this chapter analyses El Sistema through the concept of habitus crises, an important ingredient in the development of intercultural pedagogic competencies. Through the understanding of El Sistema as a glocal phenomenon, the potential of the El Sistema intervention is discussed. The discussion is framed by a mapping of the tension elds that El Sistema teachers are navigating. The experiences of the El Sistema teachers in Malmö point towards a music teacher training that actively pre- pares for teaching in segregated, multi-cultural and socio-economic vulnerable areas. The chapter concludes with suggestions for future music teacher training in interacting ethnospaces: stimulating habitus crises and promoting transformative learning.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Sæther, Eva, et al.
(författare)
-
Practicing civic professionalism through inter-professional collaboration : Reconnecting quality with equality in the Nordic music school system
- 2021
-
Ingår i: Expanding professionalism in music and higher music education : A changing game - A changing game. - 9780367622046 - 9781003108337 ; , s. 16-29
-
Bokkapitel (refereegranskat)abstract
- This chapter argues that encouraging teachers to strive towards civic professionalism is the key to equipping music schools with the tools to align with societal changes. All of the case descriptions highlight the practical use of inter-professional collaboration across sectors in problem-solving, this being one possible element in realising civic professionalism in practice. Social innovations can also be seen as catalytic events that provide new conditions for understanding social systems such as music schools. The chapter shows that social innovations through inter-professional collaboration may be one significant way to create resilience and increase the quality of the Nordic music school system through expanding the understanding of what is considered quality in an educational institution. Inter-professional collaboration across different professional and institutional sectors became the key for the initiation of Floora. The collaboration has made it possible for the El Sistema children to attract new audiences to the municipal concert hall.
|
|
| 6. |
- Saether, Eva, et al.
(författare)
-
The art of stepping outside comfort zones: Intercultural collaborative learning in higher music education.
- 2013
-
Ingår i: Collaborative learning in higher music education. Why, what and how?. ; , s. 37-48
-
Bokkapitel (refereegranskat)abstract
- In higher music education, all over the world, there has been an increased interest in reshaping the curriculum in order to provide the tools needed by musicians and music teachers in order for them to function in a global society. Many institutions have opened up to new genres like traditional folk music, world music, jazz and popular music. As a consequence, new didactic and pedagogic perspectives have found their way into teaching practices and students have been exposed to a multitude of different approaches to teaching and learning. The Nordic joint master study program GLOMAS is an effort in this direction.
|
|
| 7. |
- Sæther, Eva, et al.
(författare)
-
The art(s) of getting lost : Halting places for culturally responsive research methods
- 2021
-
Ingår i: The Politics of Diversity in Music Education. - 2214-0069 .- 1573-4528. - 9783030656164 - 9783030656195 - 9783030656171 ; , s. 15-27
-
Bokkapitel (refereegranskat)abstract
- This chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
|
|
| 8. |
-
The Politics of Diversity in Music Education
- 2021
-
Bok (refereegranskat)abstract
- This open access book examines the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas or wholly celebratory diversity discourses. Bringing together high-level theorisation of the ways in which music education upholds or unsettles understandings of society and empirical analyses of the complex situations that arise when negotiating diversity in practice, the chapters in this volume explore the politics of inquiry in research; examine music teachers’ navigations of the shifting political landscapes of society and state; extend conceptualisations of diversity in music education beyond familiar boundaries; and critically consider the implications of diversity for music education leadership. Diversity is thus not approached as a label applied to certain individuals or musical repertoires, but as socially organized difference, produced and manifest in various ways as part of everyday relations and interactions. This compelling collection serves as an invitation to ongoing reflexive inquiry; to deliberate the politics of diversity in a fast-changing and pluralist world; and together work towards more informed and ethically sound understandings of how diversity in music education policy, practice, and research is framed and conditioned both locally and globally.
|
|
| 9. |
|
|
| 10. |
- Westerlund, Kristina, et al.
(författare)
-
Making a single-chain four-helix bundle for redox chemistry studies
- 2008
-
Ingår i: Protein Engineering Design & Selection. - : Oxford University Press (OUP). - 1741-0126 .- 1741-0134. ; 21:11, s. 645-652
-
Tidskriftsartikel (refereegranskat)abstract
- The construction and characteristics of the stable and well-structured alpha W-4 protein are described. The 117-residue, single-chain protein has a molecular weight of 13.1 kDa and is designed to fold into a four-helix bundle. Experimental characterization of the expressed and purified protein shows a 69.8 +/- 0.8% helical content over a 5.5-10.0 pH range. The protein is thermostable with a T-M > 355 K and has a free energy of unfolding as measured by chemical denaturation of -4.7 kcal mol(-1) at 25 degrees C and neutral pH. One-dimensional (1D) proton and 2D N-15-HSQC spectra show narrow, well-dispersed spectral lines consistent with a uniquely structured alpha-helical protein. Analytical ultracentrifugation and NMR data show that the protein is monomeric over a broad protein concentration range. The 324 nm emission maximum of the unique Trp-106 is consistent with a sequestered position of the aromatic residue. Additionally, differential pulse voltammetry characterization indicates an elevated peak potential for Trp-106 when the protein is folded (pH range 7.0-8.5) relative to partly unfolded (pH range 11.4-13.2). The oxidation of Trp-106 is coupled to proton release as shown by a 53 +/- 3 mV/pH unit dependence of the peak potential over the 7.0-8.5 pH range.
|
|
| 11. |
- Wingard, Louise, et al.
(författare)
-
Initiation and long-term use of benzodiazepines and Z-drugs in bipolar disorder
- 2018
-
Ingår i: Bipolar Disorders. - : Wiley. - 1398-5647 .- 1399-5618. ; 20:7, s. 634-646
-
Tidskriftsartikel (refereegranskat)abstract
- ObjectivesIncreasing evidence points to the harmful effects of long‐term benzodiazepine treatment. Our objective was to study the incidence of, and predictors for, long‐term use of benzodiazepines and Z‐drugs in bipolar disorder.MethodsWe conducted a population‐based cohort study, using data from Swedish national registers. Swedish residents aged 18‐75 years with a recorded diagnosis of bipolar disorder or mania between July 2006 and December 2012, and no history of benzodiazepine/Z‐drug use in the past year, were included. Patients were followed for 1 year with regard to prescription fills of benzodiazepines/Z‐drugs. Initiators were followed for another year during which continuous use for >6 months was defined as “long‐term”. Patient and prescription characteristics were investigated as potential predictors for long‐term use in multivariate logistic regression models.ResultsOut of the 21 883 patients included, 29% started benzodiazepine/Z‐drug treatment, of whom one in five became long‐term users. Patients who were prescribed clonazepam or alprazolam had high odds for subsequent long‐term use (adjusted odds ratios [aORs] 3.78 [95% confidence interval (CI) 2.24‐6.38] and 2.03 [95% CI 1.30‐3.18], respectively), compared to those prescribed diazepam. Polytherapy with benzodiazepines/Z‐drugs also predicted long‐term use (aOR 2.46, 95% CI 1.79‐3.38), as did age ≥60 years (aOR 1.93, 95% CI 1.46‐2.53, compared to age <30 years), and concomitant treatment with psychostimulants (aOR 1.78, 95% CI 1.33‐2.39).ConclusionsThe incidence of subsequent long‐term use among bipolar benzodiazepine initiators is high. Patients on clonazepam, alprazolam or benzodiazepine/Z‐drug polytherapy have the highest risk of becoming long‐term users, suggesting that these treatments should be used restrictively.
|
|
