Sammendrag
Who should define music educators’ expertise and mandate, and on what basis? Is
this for example individual music educators, diverse collectives, employment
institutions or political frameworks? How can one discuss professional quality and
codes of ethic in this field, where these questions inseparably adhere to personal
qualities and quality of a life? Or where such questions are already banned to those
both outside and inside specific expert communities? This article proposes
MEPRUN — music educators’ professional understanding — as a vital concept to
facilitate such reflections, focusing on power, identity and knowledge on personal,
collective, institutional and political level. This concept is employed in studies about
a jazz pedagogue, a rural music teacher in a combined position, a French horn
pedagogue, and a Balinese gamelan pedagogue (Angelo, 2015a, 2015b, 2013, 2012).
The article contributes to more articulated knowledge on what forms music
educators practices, and serves to qualify the discussions in and around this field.
Keywords: professional understanding, music education, expertise, mandate,
professional dilemmas.
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