Dialogic Interactionism: The construction of self in the secondary choral classroom.

Description:

Examined in this hermeneutic phenomenological study is a transformation in the researcher's choral music teaching in which students' abilities to construct self emerged organically from interactions, or dialogues, that took place among and between the students, the teacher, and the music being studied. To allow for such interaction to emerge organically and meaningfully, students and teacher both shared in the power needed to construct a classroom environment in which the localized issues of the classroom and the specific contexts of students' lived histories were maintained and encouraged. This process of interaction, based upon dialogue among and between equal agents in the classroom, is described in the study as dialogic interactionism. In order to examine the concept of dialogic interactionism, three constructs upon which dialogic interactionism is based were developed and philosophically analyzed. They include the construction of self through the construction of self-knowledge; the localized reference system of the classroom, and the issue of power. Each construct is considered within the context of extant writings both in general education and music education philosophy. Following the analysis, a theoretical description of the dialogic interactive choral classroom is given as well a description of how such ideas might be realized in practice. The study concludes with issues for further study.

Creator(s): Younse, Stuart
Creation Date: August 2004
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2004
  • Digitized: December 5, 2007
Description:

Examined in this hermeneutic phenomenological study is a transformation in the researcher's choral music teaching in which students' abilities to construct self emerged organically from interactions, or dialogues, that took place among and between the students, the teacher, and the music being studied. To allow for such interaction to emerge organically and meaningfully, students and teacher both shared in the power needed to construct a classroom environment in which the localized issues of the classroom and the specific contexts of students' lived histories were maintained and encouraged. This process of interaction, based upon dialogue among and between equal agents in the classroom, is described in the study as dialogic interactionism. In order to examine the concept of dialogic interactionism, three constructs upon which dialogic interactionism is based were developed and philosophically analyzed. They include the construction of self through the construction of self-knowledge; the localized reference system of the classroom, and the issue of power. Each construct is considered within the context of extant writings both in general education and music education philosophy. Following the analysis, a theoretical description of the dialogic interactive choral classroom is given as well a description of how such ideas might be realized in practice. The study concludes with issues for further study.

Degree:
Level: Doctoral
Discipline: Music Education
Department: College of Music
Language(s):
Subject(s):
Keyword(s): self construction | hermeneutic phenomenology | classroom interaction | power of classroom
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 57581101 |
  • ARK: ark:/67531/metadc4557
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Younse, Stuart
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.