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文章基本信息

  • 标题:Institutional Belonging, Pedagogic Discourse, and Music Teacher Education: The Paradox of Routinization
  • 本地全文:下载
  • 作者:Hildegard Froehlich
  • 期刊名称:Action, Criticism and Theory for Music Education
  • 印刷版ISSN:1545-4517
  • 出版年度:2007
  • 卷号:6
  • 期号:3
  • 页码:7-7
  • 出版社:Southern Illinois University Edwardsville, MayDay Group
  • 摘要:In my writings over the past eight years, I have placed my professional experiences as a university employee in both Germany and the United States under the lens of interaction theory as first conceptualized by George Herbert Mead, later articulated by Blumer (1986, 2004), and most recently redefined by Layder (e.g., 1981, 1998, 2006). My purpose has been to critically examine the microcosm of my own occupational socialization and professional identity construction in view of the macro-structures of institutional belonging (Froehlich, 1999, 2000a & b, 2002, 2004, 2006a & b). Behind these self-reflecting efforts lies what I would describe as the systemic conflict between my role as institutional gatekeeper on the one hand and my desire to instill significant change in institutional traditions on the other.
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