There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining ... more There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining to education. Discrepancies exist in definitions of rural and rurality. What is the meaning of rural, and how do educators define their teaching praxes? This study explores how one music teacher negotiates her role identity in a rural setting through the conceptual framework of sense of place, and how ‘place’ influences her education praxis. Grounded in the narrative methodological perspectives of Connelly and Clandinin (2006), this study investigates the lived experiences of one educator from a place-based lens. Findings indicate that a place-based curriculum may highlight positive aspects of rural areas, address shortcomings, and encourage rural youth to return to their rural roots.
The purpose of this study was to explore the perspectives of four rural Ontario music educators t... more The purpose of this study was to explore the perspectives of four rural Ontario music educators through the conceptual framework of ‘sense of place’, to determine how ‘place’ influences their rural lives, their music education praxes, and their interactions with their rural students and communities. Rural places in Ontario are in a state of transformation and how educators define the term rural is also contingent on changes that occur in their rural communities and schools. My second objective was therefore to investigate participants’ perceptions of the terms ‘rural’, ‘rurality’, and ‘community’ through their narratives of lived experiences related to the classroom, school, and community contexts. In other words, how do historical, sociocultural, and political issues that exist in rural areas shape educational perspectives and practices, and specifically from a music education viewpoint? This research is grounded in the narrative methodological perspectives of Connelly and Clandini...
There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining ... more There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining to education. Discrepancies exist in definitions of rural and rurality. What is the meaning of rural, and how do educators define their teaching praxes? This study explores how one music teacher negotiates her role identity in a rural setting through the conceptual framework of sense of place, and how ‘place’ influences her education praxis. Grounded in the narrative methodological perspectives of Connelly and Clandinin (2006), this study investigates the lived experiences of one educator from a place-based lens. Findings indicate that a place-based curriculum may highlight positive aspects of rural areas, address shortcomings, and encourage rural youth to return to their rural roots.
The purpose of this study was to explore the perspectives of four rural Ontario music educators t... more The purpose of this study was to explore the perspectives of four rural Ontario music educators through the conceptual framework of ‘sense of place’, to determine how ‘place’ influences their rural lives, their music education praxes, and their interactions with their rural students and communities. Rural places in Ontario are in a state of transformation and how educators define the term rural is also contingent on changes that occur in their rural communities and schools. My second objective was therefore to investigate participants’ perceptions of the terms ‘rural’, ‘rurality’, and ‘community’ through their narratives of lived experiences related to the classroom, school, and community contexts. In other words, how do historical, sociocultural, and political issues that exist in rural areas shape educational perspectives and practices, and specifically from a music education viewpoint? This research is grounded in the narrative methodological perspectives of Connelly and Clandini...
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Papers by Janet Spring