Shifting lights through the interstices: Extending notions of what it means to learn music in higher education

The purpose of this study is to explore interstitial spaces in higher music education. Interstitial spaces are small-scale settings where individuals interact around common activities. Drawing from the learning experiences of three students, the disparate feelings that students have within the interstices are unpacked. Specifically, we lean on Michel Foucault’s notions of power and hierarchy as a way to explore the dynamics in the teaching and learning relationships between students, and how the power that institutional structures might wield could shape the pocket conversations taking place. In the context of higher music education, we explore the ways that such spaces offer special moments where students see themselves in new ways. We explore how Mezirow’s theory of transformative learning might latch on to the potential that these interstitial spaces offer. We argue that potentials for transformative learning encounters described by the three students seem to be situated within interstitial spaces. The article considers what it means to be in the peripheral locations of student learning and contributes to the need to revisit interstices as an important location to understand how knowledge and creative interactions can be made in higher music education.

Intergenerational learning and Sikolohiyang Pilipino

Research on intergenerational learning delves into both the reciprocal transfer of knowledge and learning relationships between different generations. However, as this is an emerging research topic, there is a gap in the information available from various cultures. This paper aims to present intergenerational learning through the development of non-western indigenous psychology via the lens of Sikolohiyang Pilipino (Filipino psychology) in order to broaden the existing perspectives and understanding of intergenerational learning, engagements, and programs. By utilizing the theoretical framework of Sikolohiyang Pilipino, notably as espoused by Virgilio Enriquez, indigenous Filipino values are identified as key to understanding the predominance of family and community as venues and arenas for intergenerational learning in the Philippines. This underscores the importance of using the philosophical arguments associated with different cultural perspectives to challenge current assumptions and biases in intergenerational research and of being mindful when applying concepts that predominate in one culture to another. Additional intergenerational research in the Philippines will benefit from the inclusion of Sikolohiyang Pilipino as a theoretical framework since this will enable a deeper understanding of educational concepts within Filipino culture.

Covid 19 and Higher Education in Brazil: different uses of virtual communication technologies and educational inequalities

The article aims to discuss the effects of the Covid 19 pandemic on Brazilian higher education in 2020. The experience of remote classes, using virtual communication technologies during the pandemic, changed the learning relationships between teachers and students. These changes did not happened in a homogeneous and linear manner. This text discusses the different uses of these technologies and how these processes have contributed to strengthening existing educational inequalities. The arguments were structured in three moments, in order to consider processes that occurred before, during and after the pandemic. To deal with education inequalities after the pandemic, three challenges are suggested.

Transactional Analysis And Education - Living with Current Complexity

A brief presentation of the OECD (2018) 21st Century Skills framework indicates that there are many possibilities for those involved in training, education, teaching and learning. A three-party contract model is reinterpreted in the light of the current complexities of social, economic, cultural and technological changes, and the way in which these are highlighting attention to borders and ethical aspects, allows us to hypothesise new synergies between various fields of TA application of psychotherapy, counselling, educational and organisational. Although this contribution focuses on research within the educational context, it demonstrates the possible implications for personal learning relationships within the complexity of our time.

The Learning Way

Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning, whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of action/reflection and experience/abstraction. The chapter provides an overview of stylistic preferences that arise from patterns of choosing among these modes of learning, as well as the spaces in which learning occurs. Movement through these modes and spaces links one experience to the next, creating a learning spiral that guides growth and development through a lifetime. Lifelong learning is also shaped by an individual’s learning identity, the extent to which one believes he or she can learn, and learning relationships, connections that promote movement through the learning spiral. Strategies for enhancing the learning process are provided for each of these topics.

Culturally Relevant Care Through the Lens of Duoethnography

Our study endeavors to explore how culturally relevant care manifests in our teaching at a predominantly Hispanic-Serving Institution (HSI). Through duoethnography and collaborative interpretation of narrative data from our former students, we seek to better understand our own and our students’ learning experiences. Collecting our own and our students’ perspectives and stories about lived experiences with us as professors in narrative form allows for us and our respondents to reflect and express freely--to share views, impressions, interpretations, and experiences in our/their own words. Analysis of narrative reflections provides an opportunity to craft a story, to give voice to those living within the intersection of race, ethnicity, and cross-cultural teaching–learning relationships at a predominantly Hispanic-Serving Institution (HSI). Findings intend to illuminate personal epistemologies (Hofer & Bendixen, 2012) and dispositions for transcending cultural, racial, and linguistic boundaries in higher education, thus providing a multifaceted collective story of cultivating care in cross-cultural teaching–learning relationships.