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Marginalized youth saying and playing who they are

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Title: Marginalized youth saying and playing who they are
Author: Heble, A.; Walker, M.; Waterman, E.; Jackson, R.; Cunsolo Willox, A.; Institute for Community Engaged Scholarship
Abstract: Improvisation as pedagogy speaks directly to risks that need to be taken in music education and in life in order to create opportunities for change, particularly within urban alternative high school settings where underfunding, lack of access to resources, and students’ mental and emotional issues can cause significant challenges for both educators and students. Pedagogical improvisation can engage the ways that traditional school curricula have reproduced the values of dominant culture and alienated urban students as well as play a significant role in cultivating resources for hope. When students become active participants in the production of knowledge rather than passive recipients of information, they model new kinds of relationships and become engaged as curious listeners beginning to hear and play the world in a different way. This can lead to achievements of personal insight, social cooperation and equity, as well as an openness of unexpected outcomes and encounters by saying and playing who they are.
Description: Clear Language Research Summaries are a project of the Institute for Community Engaged Scholarship (ICES) at the University of Guelph. Project partners include the Business Development Office (BDO), SPARK Program at the University of Guelph, and Knowledge Mobilization Unit at York University. This project is part of the Pan-Canadian Research Impact Network. On the Web:
Date: 2012-06-11

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