Education Publications
Document Type
Article
Publication Date
2018
Journal
Action, Criticism & Theory for Music Education
Volume
17
Issue
2
First Page
47
Last Page
57
URL with Digital Object Identifier
http://doi.org/10.22176/act17.2.50
Abstract
This research explores the effects of institutional constraints on instructional practices in a preservice generalist teacher music education program in Ontario, Canada. Using Institutional Ethnography and document analysis of active texts, we, an adjunct and tenured professor, use our own experiences to elucidate the multiple points of control and constraint in which teacher education instructors operate. We examine the ways in which “official” documents, such as course outlines, activate institutional expectations and relations of power, and promote standardization (convergence). We explore factors that influence our curricular choices, pedagogical strategies, and occasional acts of resistance; and how these impact differently tenured and adjunct faculty. The paper includes an introduction to the Action Research project that sparked this inquiry, in which we are investigating generalist teacher
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
