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Activism within music education: working towards inclusion and policy change in the Finnish music school context

Published online by Cambridge University Press:  11 January 2016

Tuulikki Laes  and
Patrick Schmidt
Tuulikki Laes
Affiliation:
University of the Arts Helsinki, Sibelius Academy, Faculty of Music Education, Jazz and Folk Music/MuTri Doctoral School, PO Box 30, FI-00097 Uniarts, [email protected]
Patrick Schmidt
Affiliation:
2391 Yellowbirch Ct., London, ON, N6G 0L2, [email protected]
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Abstract

This study examines how interactions between policy, institutions and individuals that reinforce inclusive music education can be framed from an activist standpoint. Resonaari, one among many music schools in Finland, provides an illustrative case of rather uncommonly inclusive practices among students with special educational needs. By exploring this case, contextualised within the Finnish music school system, we identify the challenges and opportunities for activism on micro, meso and macro levels. On the basis of our analysis, we argue that Resonaari's teachers are proactive because, within an inclusive teaching and learning structure, they act in anticipation of future needs and policy changes, engaging in what we call teacher activism. We claim that this type of activism is key for inclusive practices and policy disposition in music education.

Type
Research Article
Information
British Journal of Music Education , Volume 33 , Issue 1 , March 2016 , pp. 5 - 23
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Copyright
Copyright © Cambridge University Press 2016 

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