Learning to the rhythm: On the potential of music in fostering relations in the classroom

This article draws on a case study of a third‐year geography course to explore the potential of music in fostering relational pedagogy in higher education. We argue that the reciprocal nature of music sharing generates a dialogical space that allows for multiple relations to be developed between the...

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Bibliographic Details
Published in:New Zealand geographer 2024-08, Vol.80 (2), p.100-108
Main Authors: Gaillard, JC, Gampell, Anthony, Joe, Martin, Skuse, Zara, Young, Caitlin
Format: Article
Language:English
Subjects:
Geography
Humanities and Social Sciences
music
relational pedagogy
university
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Summary:This article draws on a case study of a third‐year geography course to explore the potential of music in fostering relational pedagogy in higher education. We argue that the reciprocal nature of music sharing generates a dialogical space that allows for multiple relations to be developed between the learners and their selves, among students and peers, between learners and teachers, as well as between students and the materials they study and the wider world. Furthermore, music encourages an approach to pedagogy that is emancipatory and which is characterised by genuine care, humility and trust.
ISSN:0028-8144
1745-7939
DOI:10.1111/nzg.12395