Whatever You Say I Am, That's What I'm Not
10
‘Adopting a broad definition of CM enables a sense of unity across the profession and provides practitioners with the flexibility to tailor their CM activity to the requirements tied to different sources of funding.' (p.2)
"When I speak with the voice of the rational community, it is not really me who is speaking. My voice is simply the interchangeable voice of the rational community. But when I speak to the stranger, when I expose myself to the stranger, when I want to speak in the community of those who have nothing in common, then I have to find my own voice, then it is me who has to speak—and no one else can do this for me. It is, to put it differently, this very way of speaking that constitutes me as a unique individual—as me, and no one else. " (Biesta 2006)
Who or what is the 'subject' of...
Dissensus...
pro-actively drawing the 'absent voices' of those who may believe Art and culture are 'not for the likes of me' into the dialogue.
Community f Those Who Have Nothing In Common
Education
Whatever Happened to Community Music? (AHRC 2014)
'There remains no agreed definition of CM and a number of recent developments appear to have stretched already-catholic understandings of CM into a further expanded form.' This lack of consensus is perceived as a problem, as it, ‘risks obscuring the aims underpinning CM activity, thereby leading to challenges in clearly communicating the value of CM to external constituencies’ (p.2).
(Biesta 2017)
Rational Community
Consensus...
'the process of abandoning all beliefs, principles, values, and policies in search of something in which no one believes, but to which no one objects; the process of avoiding the very issues that have to be solved, merely because you cannot get agreement on the way ahead '
(Thatcher 1981)
Socialisation
Subjectification
Qualification
ausbildung
bildung
erziehung
Everything that is said implicates the laws and theories of rational discourse" (Lingis 1994, 110). Membership of the rational community enables people to speak as "rational agents," that is, as representatives "of the common discourse" (Biesta 2014)
Why does Community Music need...
CONSENSUS
Consensus...
"The wealthiest, better educated and least ethnically diverse 8% of the population accounts for 44% of attendances to live music."
(Warwick Commission 2015)
around what constitutes 'Great Art' in the UK has resulted in narrow conceptions of cultural capital receiving disproportionate levels of support:
over what it is?
‘Many have been resistant to defining [CM], believing that such a statement would not do justice to the endeavour of community music. The claim has long been that activities named community music are just too diverse, complex, multifaceted, and contextual to be captured in one universal statement of meaning.’ (Higgins, 2012, p. 3)
‘A dissensus is not a conflict of interests, opinions or values; it is a division inserted in ‘common sense’: a dispute over what is given and about the frame within which we see something as given.’
(Ranciere 2003, p.69)
Beyond Pedagogy
Polyphonic Truth
'A plurality of independent and unmerged voices and consciousnesses, a genuine polyphony of fully valid voices.’
(Bakhtin 1984)
(Price 2013)
'to lead the [hu]man'
‘to lead to find’
‘to lead the child’
Heutagogy
Andragogy
Pedagogy
Whatever you say I am, that's what I'm not
‘self-determined learning’.
‘self-directed learning'
‘instructional learning’
In heutagogy, there is not necessarily a defined destination, nor a prescribed route.
In pedagogy, the learner is led to a conclusion determined by the teacher, informed by the teacher’s knowledge and beliefs.
In andragogy, though the destination may be decided by the tutor, the route involves greater learner involvement, acknowledging the importance of relevance, motivation and problem-solving.
"Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students." (Freire 1970)
SUMMARY
Emergent Knowing
- The dissensus that exists within CM is not a weakness; it is in fact a position of strength, and evidence of a dialogical process inherent in CM practices.
- Dissensus can provide a vital insight for the wider music education community about how to develop more learner-centred pedagogies which account for the subtle – and not-so-subtle – differences between people.
- The shift in paradigm from music as competing rational communities to a dissensual 'polyphonic truth' requires a shift in musician identity
Double-Loop Learning
Donald Schön & Chris Argyris
New Understanding
References
Paradigm Shift
- Biesta, G., 2017. The Rediscovery of Teaching, 1 edition. ed. Routledge, New York, N.Y.
- Biesta, G.J.J., 2014. Beautiful Risk of Education:, 1 edition. ed. Routledge, Boulder.
- Brown, T., Higham, B., Rimmer, M., 2014. Whatever Happened to Community Music? AHRC.
- Camlin, D.A., 2016. Whatever You Say I Am, That’s What I’m Not, in: Community Music Activity Commission. Presented at the ISME, ISME, Edinburgh.
- Camlin, D.A., 2015. This is My Truth, Tell Me Yours: emphasising dialogue within Participatory Music. International Journal of Community Music 8, 233–257. https://doi.org/10.1386/ijcm.8.3.233_1
- Freire, P., 1970. Pedagogy of the Oppressed, 2Rev Ed. ed. Penguin, London.
- Higgins, L., 2012. Community Music: In Theory and In Practice. OUP USA.
- Kolb, D.A., 1983. Experiential Learning: Experience as the Source of Learning and Development, 1st ed. Financial Times/ Prentice Hall, Englewood Cliffs, NJ.
- Neelands, J., University of Warwick, Heywood, V., 2015. Enriching Britain: Culture, Creativity and Growth. The Warwick Commission.
- Price, D., 2013. Open: How we’ll work, live and learn in the future. Crux Publishing Ltd, England.
- Ranciere, J., 2003. Dissensus. Continuum, London ; New York.
- Schön, D.A., Argyris, C., 1992. Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass, San Francisco, CA.
- Thatcher, M., 1981. Speech at Monash University (1981 Sir Robert Menzies Lecture) | Margaret Thatcher Foundation [WWW Document]. URL https://www.margaretthatcher.org/document/104712 (accessed 4.6.19).
analysing and making judgements of events and the learning that occurs as you share your experiences with others.
drawing some general conclusions about what we have learnt. This may also be supplemented by what we read or actively research e.g. learning the language of the 'rational community' associated with an activity
Abstract Conceptualisation
Reflective Observation
Developing dialogical and dissensual ways of conceiving of and talking about Community Music
Experiential Learning
David Kolb
Concrete Experience
Active Experimentation
doing or having an experience
Dr. Dave Camlin
planning/trying out / implementing acting on the conclusions that we have drawn, improving on what we were doing previously