Music teacher biography and its impact on teaching practice

This paper describes research carried out as part of a wider doctoral study on ‘the biography of music teachers, their understanding of musicality and the implications for secondary music education’. Music teachers will come from a range of diverse backgrounds, though research data would suggest that most seem to have been educated as ‘classical’ music performers which will have an affect on what they perceive to be central competencies in the development of young musicians. In turn, this will determine, to some extent, what is taught and learned in the secondary music classroom. This study explores the impact of the biography of secondary music teachers as they seek to develop the musicianship of their pupils and present the activities in which the young people will be expected to participate. A mixed methods approach has been taken, including surveys, observation and interviews. Surveys amongst a sample of experienced and trainee teachers have produced a range of quantitative data on respondents’ experience of and values related to music education; whilst qualitative data in the form of lesson observation notes and transcription of semi-structured interviews have been the result of working with a small sub-set of participants. The outcomes of study have suggested a clear link between biography and classroom practice but that there are also other potential tensions which arise, such as in the subject knowledge development of practitioners as they move from musician to teacher. Implications for a variety of stakeholders in secondary music education include a consideration of the development of subject knowledge together with potential review of national and local education policy, the nature of undergraduate music study and the ‘shape’ of initial teacher training in England.

Blending adaptive governance and institutional theory to explore urban resilience and sustainability strategies in the Rome Metropolitan Area, Italy

Adaptive governance is an emerging theory in natural resource management. This paper addresses a gap in the literature by exploring the potential of adaptive governance for delivering resilience and sustainability in the urban context. We explore emerging challenges to transitioning to urban resilience and sustainability: bringing together multiple scales and institutions; facilitating a social-ecological-systems approach and; embedding social and environmental equity into visions of urban sustainability and resilience. Current approaches to adaptive governance could be helpful for addressing these first two challenges but not in addressing the third. Therefore, this paper proposes strengthening the institutional foundations of adaptive governance by engaging with institutional theory. We explore this through empirical research in the Rome Metropolitan Area, Italy. We argue that explicitly engaging with these themes could lead to a more substantive urban transition strategy and contribute to adaptive governance theory.

Revitalizing the PE social-justice agenda in the global era: Where do we go from here?

Critical theorists have called attention to the intensification of diversity that is now occurring inside and outside of school, while critically engaging with the detrimental effects of globalization on equity, diversity, and social justice. Globalization presents new challenges to education and to issues of social justice. In this article, we argue that there is a need for scholars in the field of physical education (PE) to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization. To support this argument, first, we reflect on the impact of global neoliberalism on PE; second, we discuss the ways in which, as a result of global neoliberalism, public health discourses have an “othering” effect on ethnically diverse young people; third, we propose a theoretical shift from a focus on equality to a focus on difference; and finally, we conclude with considerations for future research and curricula in school PE.

A Framework for Realistic 3D Tele-Immersion

Meeting, socializing and conversing online with a group of people using teleconferencing systems is still quite different from the experience of meeting face to face. We are abruptly aware that we are online and that the people we are engaging with are not in close proximity. Analogous to how talking on the telephone does not replicate the experience of talking in person. Several causes for these differences have been identified and we propose inspiring and innovative solutions to these hurdles in attempt to provide a more realistic, believable and engaging online conversational experience. We present the distributed and scalable framework REVERIE that provides a balanced mix of these solutions. Applications build on top of the REVERIE framework will be able to provide interactive, immersive, photo-realistic experiences to a multitude of users that for them will feel much more similar to having face to face meetings than the experience offered by conventional teleconferencing systems.