Situating Inquiry

Expanded Venues for Music Education Research

Nonfiction, Reference & Language, Education & Teaching, Higher Education, Entertainment, Music, Instruments & Instruction, Instruction & Study, Theory & Criticism
Cover of the book Situating Inquiry by , Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781617358975
Publisher: Information Age Publishing Publication: January 1, 2013
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781617358975
Publisher: Information Age Publishing
Publication: January 1, 2013
Imprint: Information Age Publishing
Language: English

This volume of Advances in Music Education Research with the idea of research as “situated inquiry.” We intend this metaphor to stand for a general description of the contextualized processes music education researchers use to frame, generate, augment and refine knowledge. The works in this volume illustrate the many ways in which knowledge has been constructed out of multiple approaches to studying an idea or exploring questions. All seek to expand our knowledge of music education in some form. How we go about engaging in knowledge construction, and what we learn from the different processes involved, is a function of the activities, contexts, and cultures in which our work is “situated.” Both knowledge and action is “located,” that is, research is placed, positioned or embedded (Lave & Wenger, 1990). Each study illustrates these ideas: All are informed by different theoretical frameworks, use different pathways to explore problems of interest and concern, and have something important to say to different constituencies or stakeholders. All, however, are the result of perceived phenomena or human interpretations of a context. Situated inquiry is neither a quantitative nor qualitative approach to research, nor is it a “mixedmethods” approach. Rather, situated inquiry is a function of the beliefs and behaviors of the individuals involved in it. It is also a function (and outcome) of the individuals who seek to join a community of practitioners who practice and engage in research. Although the authors in this volume identify with or have selfselected to employ specific kinds of approaches, they exemplify their communities of practices by the very discourses and structures of their reports. Active perception, however, remains central to their inquiry and to the way they frame, generate, augment and refine knowledge.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This volume of Advances in Music Education Research with the idea of research as “situated inquiry.” We intend this metaphor to stand for a general description of the contextualized processes music education researchers use to frame, generate, augment and refine knowledge. The works in this volume illustrate the many ways in which knowledge has been constructed out of multiple approaches to studying an idea or exploring questions. All seek to expand our knowledge of music education in some form. How we go about engaging in knowledge construction, and what we learn from the different processes involved, is a function of the activities, contexts, and cultures in which our work is “situated.” Both knowledge and action is “located,” that is, research is placed, positioned or embedded (Lave & Wenger, 1990). Each study illustrates these ideas: All are informed by different theoretical frameworks, use different pathways to explore problems of interest and concern, and have something important to say to different constituencies or stakeholders. All, however, are the result of perceived phenomena or human interpretations of a context. Situated inquiry is neither a quantitative nor qualitative approach to research, nor is it a “mixedmethods” approach. Rather, situated inquiry is a function of the beliefs and behaviors of the individuals involved in it. It is also a function (and outcome) of the individuals who seek to join a community of practitioners who practice and engage in research. Although the authors in this volume identify with or have selfselected to employ specific kinds of approaches, they exemplify their communities of practices by the very discourses and structures of their reports. Active perception, however, remains central to their inquiry and to the way they frame, generate, augment and refine knowledge.

More books from Information Age Publishing

Cover of the book Educational Technology in Practice by
Cover of the book Participatory Methodologies to Elevate Children's Voice and Agency by
Cover of the book Abstracts of The First Sourcebook on Asian Research in Mathematics Education by
Cover of the book CLASH! by
Cover of the book Psychology of Religion and Workplace Spirituality by
Cover of the book International Perspectives on Teacher Stress by
Cover of the book Stress and Quality of Working Life by
Cover of the book Women and Leadership around the World by
Cover of the book Connected Minds, Emerging Cultures by
Cover of the book Quarterly Review of Distance Education by
Cover of the book The Pursuit of Curriculum by
Cover of the book Methods of Psychological Intervention by
Cover of the book The Intended Mathematics Curriculum as Represented in StateLevel Curriculum Standards by
Cover of the book Millennial Spring by
Cover of the book Surmounting All Odds Vol. 2 by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy