Ministry statements regarding music programming tend to be couched either in vague generalities o... more Ministry statements regarding music programming tend to be couched either in vague generalities or as conflicting directives for implementation. The aesthetic imagination of students suffers the first loss in school boards that elect to place the responsibility for music in the hands of untrained teachers. This paper traces imagination as emanating from an inextricable combination of impression, sensual perception, ideas, and intentional expression. Imagination itself is examined here first, as heightened perception, and second, as phenomena "becoming." As expression must have substantive material for its realization, music education should include the skills both of performance and of literacy. Anything less denies students, especially the disadvantaged, "voice" and exacerbates the present state of cultural inequality.
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y ... more Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit. Érudit est un consortium interuniversitaire sans but lucratif composé de l'
Canadian Journal of Education / Revue canadienne de l'éducation, 2007
In the context of information and communication technologies in five Newfoundland coastal communi... more In the context of information and communication technologies in five Newfoundland coastal communities, this article deals with participatory research and outreach. Outreach in these communities, reeling from the near-collapse of the fishery and struggling to survive in a climate of neo-liberal restructuring, is considered to be a holistic educational enterprise involving new technologies and the popular media, schools, and their district officers, clinics and regional health care providers, and children and adults as lifelong learners. Based on five approaches that emerged in the final year of one project-the work of an on-site liaison, a residential workshop, community workshops, reports through popular media, and contacts with outside organizations-the author argues that outreach should be recognized as integral to all stages of participatory research.
Canadian Journal of Education / Revue canadienne de l'éducation, 1994
In recounting the educational leadership of Elizabeth Murray, with particular focus on her years ... more In recounting the educational leadership of Elizabeth Murray, with particular focus on her years as an adult educator at mid-century, I trace connections between her early years as a teacher and adult educator and her current community projects. These links are temporal, between past and present; social, between child and adult; and individual, between excellence as personal and shared experience. In writing about this woman's early life, I discuss first the limitations of traditional historical sources to divulge significant strands of leadership action, and second, the importance of Murray's former students and colleagues in providing essential evidence.
Canadian Journal For the Study of Adult Education, Nov 1, 2002
This paper is about communication for community renewal-its scope and content, the manner in whic... more This paper is about communication for community renewal-its scope and content, the manner in which it takes place, the role of leaders as catalysts for dialogue, and the effect of government intervention on its efficacy. Two case studies, separated by time and location, provide empirical contexts in which the author links assumptions and practices of Canada's rural past to contemporary problems experienced in coastal communities. An experiment in emancipatory rural development at midcentury, supported by adult educators employed by the provincial government of Nova Scotia, offers to present day communities-in-crisis lessons in school and community solidarity, gender representation, and communication that includes artistic as well as discursive forms of expression. Resume Cet article traite du dialogue pour le renouveau communautaire, de son etendue et de son contenu, de la maniere par laquelle il est engage, du role des dirigeants comme catalyseurs de ce dialogue et de I'influence qu 'exerce I 'intervention gouvernementale sur son efficacite. Deux etudes de cas, menees en des temps et des lieux differents, fournissent des contextes empiriques qui permettent aux auteurs defaire le lien entre les croyances et les pratiques du Canada rural d'antan et les problemes que connaissent les collectivites cotieres d'aujourd'hui. Une experience de developpement rural emancipateur, menee au milieu du siecle [dernier] et dirigee par des formateurs d'adultes au service du gouvernement provincial de la Nouvelle-Ecosse, offre aux collectivites en crise d'aujourd'hui des lecons sur le plan de la solidarite scolaire et communautaire, de la representation des sexes et de la communication sous des formes d'expression liees a I'art aussi bien qu 'au discours. 1 1 acknowledge with gratitude financial support by the Social Sciences & Humanities Research Council of Canada for both studies discussed in this paper.
Small schools and their communities contribute to an important, though threatened, knowledge base... more Small schools and their communities contribute to an important, though threatened, knowledge base. The threat adheres in underlying technologies (conceptual and material) that propel the capitalistic world towards the rationalization of all aspects of human activity. In education, this appears in the consolidation of small schools and ever larger units of organization. From three studies of Newfoundland coastal communities, I describe schools that were deemed to be “necessarily existing.” Because of their isolated location, students from the schools could not be transported to larger centres. While reporting both positive and negative features of actual small, rural schools, I argue against hasty school closures and point, instead, to rural school and community opportunities for “place, voice, and space-based” teaching, learning, and research. Small, rural schools can be pivotal in leading Canadian education from its deeply rooted, market-based ideology to progressive and socially r...
How does one effectively and ethically conduct research with community members who steeped in his... more How does one effectively and ethically conduct research with community members who steeped in histories of economic and social dependency, so that the people themselves charge of their futures? This question is explored in a Canadian context as the authors study the potential of new technologies to bring hope to traditional coastal communities that have been devastated by the collapse of the east coast fishery. Findings highlight the tension inherent in combining traditional knowledge with contemporary "solutions" through technology, as well as the authors' own ethical participation in suggesting uses the new technology.
International Journal of Leadership in Education, 2019
In this paper, I argue for increased intellectual security in higher education. For this, I recom... more In this paper, I argue for increased intellectual security in higher education. For this, I recommend greater attention to foundational studies and, specifically in leadership programs, to Machiavelli's depiction of the world as it is, rather than as we would like it to be. My perspective joins a growing body of administrative theory which includes realistic portrayals of both ethical action within institutions, and 'organizational evil' be the latter overt or covert. This critical view, illustrated by examples from my own classroom, stimulates reflection and argumentation among graduate students, provides useful guidelines for action in the field and restores much needed credibility to university preparation programs dominated at present by market imperatives.
Effective choral performance develops in students both aesthetic awareness and learning behaviour... more Effective choral performance develops in students both aesthetic awareness and learning behaviours, which can be evaluated qualitatively and quantitatively. It is important that music educators and administrators have a clear understanding of the topics included in each evaluative category, and that they develop detailed methods for the assessment of student learning and program effectiveness. -- In light of the objectives for choral performance outlined in the Department of Education Course Description (1983), this report discusses the historical role of choral performance in Newfoundland high schools, and evaluative techniques used by teachers in June 1983. It points but the discrepancies between teacher practices in evaluation and course requirements. -- New evaluative guidelines presented in this report are designed to narrow the gap between prescription and practice, and an examination format is proposed for both schools and the Department of Education. The guidelines, based on each objective listed in the Course Description, are for the assessment of student performance, aural training, and knowledge and understanding of historical eras, music terms, and choral styles.
The first Canadian Association for the Study of Women and Education (CASWE) Summer Institute conv... more The first Canadian Association for the Study of Women and Education (CASWE) Summer Institute convened to address issues resulting from exclusionary practices in education. The forum provided a venue for individuals and groups involved in a wide range of educational endeavors to share perspectives of inclusive education. Those facing exclusion in education include women, minorities, Aboriginals, and persons with disabilities. This proceedings include 535 papers divided among 4 sessions with additional sections on professional development and action strategies for change. Sessions include: (1) "Inclusionary Education"; (2) "Inclusion in Traditional School Subjects"; (3) Pedagogical Alternatives for Education"; , and (4) Issues in Inclusivity." The papers encompass such topics as gender equity (especially in the subject areas of mathematics, science, and technology), stereotyping, diversities, meeting the needs of Aboriginal students, sexual harassment of female school administrators, and achievements of minority women in academe. (BT) The First CASWE Summer Institute In the wee hours of a June morning in Orlando, Florida, at the 1995 Conference of the American Association of University Women, the first CASWE Summer Institute had its genesis. It grew out of a desire to generate a broad-based discussion among the many groups who both affect and are affected by exclusionary practices in education. Focusing on Advancing Inclusive Education, the three co-chairs, Drs. Cecilia Reynolds, Juanita Epp, and Carol Harris envisioned a forum in which issues of inclusion and exclusion might be allowed to surface, a forum which might act as a catalyst for the development of pedagogical alternatives and strategies. It was felt that the first CASWE Summer Institiite could provide a venue at which individuals and groups involved in a wide range of educational endeavors, but sharing a desire to advance an agenda of inclusive education, might be enabled to forge new links. To that end, papers were invited from Ministries of Education, School Boards, university students and faculty, and the greater community. The response was an excitingly rich mix of papers that address exclusions faced by girls and women, visible and non-visible minorities, Aboriginal peoples, and persons with disabilities, as well as papers that address topics as diverse as leadership and traditional school subjects. Arranged under the headings suggested by the program organizers, the thirty-five papers in the published proceedings follow the same order as that of the conference. It is hoped that in future years, the representation of visible and non-visible minority women and men will be enlarged. This first CASWE Summer Institute, however, is a beginning-a stepping stone to an expanded awareness, perhaps a place on which to build.
PurposeThe purpose of this end piece, framed in aesthetic and critical theory, is to review the a... more PurposeThe purpose of this end piece, framed in aesthetic and critical theory, is to review the author's own approach with graduate students regarding the omnipresence and significance of emotion in organizational leadership, and to comment on the contributions to emotional theory found in this volume of the Journal of Educational Administration. The objective in the author's own research is to assist students, through aesthetic awareness, in moving beyond “one‐dimensional” thinking and the “iron cages” of organizational experience.Design/methodology/approachAs personal affect and perspectives of meaning were of primary importance in the author's research, she employed participatory action research methods. Qualitative data were drawn from students over a ten‐year period as they responded to a question about connections between aesthetic presentations – given by their colleagues as short introductions to each class – and organizational life as they experienced it persona...
Drawing on the views of a wide range of theorists, including in particular Greene, Greenfield and... more Drawing on the views of a wide range of theorists, including in particular Greene, Greenfield and Habermas, the author argues for the need, if we are to conceive of new possibilities for ourselves and for society, for imagination. In this context, a persistent theme of rural communities, once heavily dependent on a single economic resource, surrounds the need for innovative leaders who are capable of imagining new options and willing to take considered risks. Based ona case study of a single community and its school, the author argues that these characteristicsare becoming the first victims of an everincreasing technological rationality of educational institutions, but that the process may be reversed by practices of communicative discourse, and by a revitalization of critical participation in the practical and performing arts. An underlying assumption is that successful school leaders consider the interests of adults as well as those of students, and that they, together with other ...
Thomas Greenfield, between the early 1970s and 1992, argued passionately for a theory of organiza... more Thomas Greenfield, between the early 1970s and 1992, argued passionately for a theory of organizations that would begin with their social construction. Greenfield advised researchers to concentrate on the subjectively held meanings of those within organizations. In choosing to illustrate his own theory with persona from the discursive arts, he blends two axiological concerns-aesthetics and values. He accomplishes this boldly and dramatically through a "shock aesthetic" and, in an interdisciplinary vein, through bringing other ways of seeing to the field of educational administration. Greenfield's experiment in the art of inquiry also holds broad implications for the preparation of administrators.
Canadian Journal of Education / Revue canadienne de l'éducation, 1999
grated framework on care and justice to two issues in Netherlands law and politics: child custody... more grated framework on care and justice to two issues in Netherlands law and politics: child custody and healthcare policies. These case studies elucidate her approach and provide an interesting comparison to Canadian experience. Sevenhuijsen's book provides astimulating account of the potential of integrating care into conceptions of democratic citizenship and social justice. Fundamentally she argues that a feminist ethic of care offers a radical alternative to the liberal justice idiom-a relational image of human nature, not an atomistic, individualized one. Her book makes an important contribution to legal and healthcare issues and more generally to what it means to live, work and participate in a democratic society.
Ministry statements regarding music programming tend to be couched either in vague generalities o... more Ministry statements regarding music programming tend to be couched either in vague generalities or as conflicting directives for implementation. The aesthetic imagination of students suffers the first loss in school boards that elect to place the responsibility for music in the hands of untrained teachers. This paper traces imagination as emanating from an inextricable combination of impression, sensual perception, ideas, and intentional expression. Imagination itself is examined here first, as heightened perception, and second, as phenomena "becoming." As expression must have substantive material for its realization, music education should include the skills both of performance and of literacy. Anything less denies students, especially the disadvantaged, "voice" and exacerbates the present state of cultural inequality.
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y ... more Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit. Érudit est un consortium interuniversitaire sans but lucratif composé de l'
Canadian Journal of Education / Revue canadienne de l'éducation, 2007
In the context of information and communication technologies in five Newfoundland coastal communi... more In the context of information and communication technologies in five Newfoundland coastal communities, this article deals with participatory research and outreach. Outreach in these communities, reeling from the near-collapse of the fishery and struggling to survive in a climate of neo-liberal restructuring, is considered to be a holistic educational enterprise involving new technologies and the popular media, schools, and their district officers, clinics and regional health care providers, and children and adults as lifelong learners. Based on five approaches that emerged in the final year of one project-the work of an on-site liaison, a residential workshop, community workshops, reports through popular media, and contacts with outside organizations-the author argues that outreach should be recognized as integral to all stages of participatory research.
Canadian Journal of Education / Revue canadienne de l'éducation, 1994
In recounting the educational leadership of Elizabeth Murray, with particular focus on her years ... more In recounting the educational leadership of Elizabeth Murray, with particular focus on her years as an adult educator at mid-century, I trace connections between her early years as a teacher and adult educator and her current community projects. These links are temporal, between past and present; social, between child and adult; and individual, between excellence as personal and shared experience. In writing about this woman's early life, I discuss first the limitations of traditional historical sources to divulge significant strands of leadership action, and second, the importance of Murray's former students and colleagues in providing essential evidence.
Canadian Journal For the Study of Adult Education, Nov 1, 2002
This paper is about communication for community renewal-its scope and content, the manner in whic... more This paper is about communication for community renewal-its scope and content, the manner in which it takes place, the role of leaders as catalysts for dialogue, and the effect of government intervention on its efficacy. Two case studies, separated by time and location, provide empirical contexts in which the author links assumptions and practices of Canada's rural past to contemporary problems experienced in coastal communities. An experiment in emancipatory rural development at midcentury, supported by adult educators employed by the provincial government of Nova Scotia, offers to present day communities-in-crisis lessons in school and community solidarity, gender representation, and communication that includes artistic as well as discursive forms of expression. Resume Cet article traite du dialogue pour le renouveau communautaire, de son etendue et de son contenu, de la maniere par laquelle il est engage, du role des dirigeants comme catalyseurs de ce dialogue et de I'influence qu 'exerce I 'intervention gouvernementale sur son efficacite. Deux etudes de cas, menees en des temps et des lieux differents, fournissent des contextes empiriques qui permettent aux auteurs defaire le lien entre les croyances et les pratiques du Canada rural d'antan et les problemes que connaissent les collectivites cotieres d'aujourd'hui. Une experience de developpement rural emancipateur, menee au milieu du siecle [dernier] et dirigee par des formateurs d'adultes au service du gouvernement provincial de la Nouvelle-Ecosse, offre aux collectivites en crise d'aujourd'hui des lecons sur le plan de la solidarite scolaire et communautaire, de la representation des sexes et de la communication sous des formes d'expression liees a I'art aussi bien qu 'au discours. 1 1 acknowledge with gratitude financial support by the Social Sciences & Humanities Research Council of Canada for both studies discussed in this paper.
Small schools and their communities contribute to an important, though threatened, knowledge base... more Small schools and their communities contribute to an important, though threatened, knowledge base. The threat adheres in underlying technologies (conceptual and material) that propel the capitalistic world towards the rationalization of all aspects of human activity. In education, this appears in the consolidation of small schools and ever larger units of organization. From three studies of Newfoundland coastal communities, I describe schools that were deemed to be “necessarily existing.” Because of their isolated location, students from the schools could not be transported to larger centres. While reporting both positive and negative features of actual small, rural schools, I argue against hasty school closures and point, instead, to rural school and community opportunities for “place, voice, and space-based” teaching, learning, and research. Small, rural schools can be pivotal in leading Canadian education from its deeply rooted, market-based ideology to progressive and socially r...
How does one effectively and ethically conduct research with community members who steeped in his... more How does one effectively and ethically conduct research with community members who steeped in histories of economic and social dependency, so that the people themselves charge of their futures? This question is explored in a Canadian context as the authors study the potential of new technologies to bring hope to traditional coastal communities that have been devastated by the collapse of the east coast fishery. Findings highlight the tension inherent in combining traditional knowledge with contemporary "solutions" through technology, as well as the authors' own ethical participation in suggesting uses the new technology.
International Journal of Leadership in Education, 2019
In this paper, I argue for increased intellectual security in higher education. For this, I recom... more In this paper, I argue for increased intellectual security in higher education. For this, I recommend greater attention to foundational studies and, specifically in leadership programs, to Machiavelli's depiction of the world as it is, rather than as we would like it to be. My perspective joins a growing body of administrative theory which includes realistic portrayals of both ethical action within institutions, and 'organizational evil' be the latter overt or covert. This critical view, illustrated by examples from my own classroom, stimulates reflection and argumentation among graduate students, provides useful guidelines for action in the field and restores much needed credibility to university preparation programs dominated at present by market imperatives.
Effective choral performance develops in students both aesthetic awareness and learning behaviour... more Effective choral performance develops in students both aesthetic awareness and learning behaviours, which can be evaluated qualitatively and quantitatively. It is important that music educators and administrators have a clear understanding of the topics included in each evaluative category, and that they develop detailed methods for the assessment of student learning and program effectiveness. -- In light of the objectives for choral performance outlined in the Department of Education Course Description (1983), this report discusses the historical role of choral performance in Newfoundland high schools, and evaluative techniques used by teachers in June 1983. It points but the discrepancies between teacher practices in evaluation and course requirements. -- New evaluative guidelines presented in this report are designed to narrow the gap between prescription and practice, and an examination format is proposed for both schools and the Department of Education. The guidelines, based on each objective listed in the Course Description, are for the assessment of student performance, aural training, and knowledge and understanding of historical eras, music terms, and choral styles.
The first Canadian Association for the Study of Women and Education (CASWE) Summer Institute conv... more The first Canadian Association for the Study of Women and Education (CASWE) Summer Institute convened to address issues resulting from exclusionary practices in education. The forum provided a venue for individuals and groups involved in a wide range of educational endeavors to share perspectives of inclusive education. Those facing exclusion in education include women, minorities, Aboriginals, and persons with disabilities. This proceedings include 535 papers divided among 4 sessions with additional sections on professional development and action strategies for change. Sessions include: (1) "Inclusionary Education"; (2) "Inclusion in Traditional School Subjects"; (3) Pedagogical Alternatives for Education"; , and (4) Issues in Inclusivity." The papers encompass such topics as gender equity (especially in the subject areas of mathematics, science, and technology), stereotyping, diversities, meeting the needs of Aboriginal students, sexual harassment of female school administrators, and achievements of minority women in academe. (BT) The First CASWE Summer Institute In the wee hours of a June morning in Orlando, Florida, at the 1995 Conference of the American Association of University Women, the first CASWE Summer Institute had its genesis. It grew out of a desire to generate a broad-based discussion among the many groups who both affect and are affected by exclusionary practices in education. Focusing on Advancing Inclusive Education, the three co-chairs, Drs. Cecilia Reynolds, Juanita Epp, and Carol Harris envisioned a forum in which issues of inclusion and exclusion might be allowed to surface, a forum which might act as a catalyst for the development of pedagogical alternatives and strategies. It was felt that the first CASWE Summer Institiite could provide a venue at which individuals and groups involved in a wide range of educational endeavors, but sharing a desire to advance an agenda of inclusive education, might be enabled to forge new links. To that end, papers were invited from Ministries of Education, School Boards, university students and faculty, and the greater community. The response was an excitingly rich mix of papers that address exclusions faced by girls and women, visible and non-visible minorities, Aboriginal peoples, and persons with disabilities, as well as papers that address topics as diverse as leadership and traditional school subjects. Arranged under the headings suggested by the program organizers, the thirty-five papers in the published proceedings follow the same order as that of the conference. It is hoped that in future years, the representation of visible and non-visible minority women and men will be enlarged. This first CASWE Summer Institute, however, is a beginning-a stepping stone to an expanded awareness, perhaps a place on which to build.
PurposeThe purpose of this end piece, framed in aesthetic and critical theory, is to review the a... more PurposeThe purpose of this end piece, framed in aesthetic and critical theory, is to review the author's own approach with graduate students regarding the omnipresence and significance of emotion in organizational leadership, and to comment on the contributions to emotional theory found in this volume of the Journal of Educational Administration. The objective in the author's own research is to assist students, through aesthetic awareness, in moving beyond “one‐dimensional” thinking and the “iron cages” of organizational experience.Design/methodology/approachAs personal affect and perspectives of meaning were of primary importance in the author's research, she employed participatory action research methods. Qualitative data were drawn from students over a ten‐year period as they responded to a question about connections between aesthetic presentations – given by their colleagues as short introductions to each class – and organizational life as they experienced it persona...
Drawing on the views of a wide range of theorists, including in particular Greene, Greenfield and... more Drawing on the views of a wide range of theorists, including in particular Greene, Greenfield and Habermas, the author argues for the need, if we are to conceive of new possibilities for ourselves and for society, for imagination. In this context, a persistent theme of rural communities, once heavily dependent on a single economic resource, surrounds the need for innovative leaders who are capable of imagining new options and willing to take considered risks. Based ona case study of a single community and its school, the author argues that these characteristicsare becoming the first victims of an everincreasing technological rationality of educational institutions, but that the process may be reversed by practices of communicative discourse, and by a revitalization of critical participation in the practical and performing arts. An underlying assumption is that successful school leaders consider the interests of adults as well as those of students, and that they, together with other ...
Thomas Greenfield, between the early 1970s and 1992, argued passionately for a theory of organiza... more Thomas Greenfield, between the early 1970s and 1992, argued passionately for a theory of organizations that would begin with their social construction. Greenfield advised researchers to concentrate on the subjectively held meanings of those within organizations. In choosing to illustrate his own theory with persona from the discursive arts, he blends two axiological concerns-aesthetics and values. He accomplishes this boldly and dramatically through a "shock aesthetic" and, in an interdisciplinary vein, through bringing other ways of seeing to the field of educational administration. Greenfield's experiment in the art of inquiry also holds broad implications for the preparation of administrators.
Canadian Journal of Education / Revue canadienne de l'éducation, 1999
grated framework on care and justice to two issues in Netherlands law and politics: child custody... more grated framework on care and justice to two issues in Netherlands law and politics: child custody and healthcare policies. These case studies elucidate her approach and provide an interesting comparison to Canadian experience. Sevenhuijsen's book provides astimulating account of the potential of integrating care into conceptions of democratic citizenship and social justice. Fundamentally she argues that a feminist ethic of care offers a radical alternative to the liberal justice idiom-a relational image of human nature, not an atomistic, individualized one. Her book makes an important contribution to legal and healthcare issues and more generally to what it means to live, work and participate in a democratic society.
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