Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts

This article will investigate a general concern with the practical implementation of inclusion as recommended in policy documents in art education in general and the Nordic Community School of Music and Arts (NCSMA) specifically. We ask: What do policy documents mean by inclusion? In what way can or...

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Autores principales:	Gry O. Ulrichsen, Helen Eriksen, Zahra Bayati
Formato:	article
Lenguaje:	DA EN NO
Publicado:	Cappelen Damm Akademisk NOASP 2021
Materias:	nordic community school of music and arts (ncsma) decolonising practices response-ability pluralistic knowledge production whiteness Arts in general NX1-820 Sports GV557-1198.995
Acceso en línea:	https://doaj.org/article/0f7ace1f8d2648f5a129e2a7fb4a9018
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spelling	oai:doaj.org-article:0f7ace1f8d2648f5a129e2a7fb4a90182021-11-23T10:48:21ZStruggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts2535-285710.23865/jased.v5.2978https://doaj.org/article/0f7ace1f8d2648f5a129e2a7fb4a90182021-11-01T00:00:00Zhttps://jased.net/index.php/jased/article/view/2978/5885https://doaj.org/toc/2535-2857This article will investigate a general concern with the practical implementation of inclusion as recommended in policy documents in art education in general and the Nordic Community School of Music and Arts (NCSMA) specifically. We ask: What do policy documents mean by inclusion? In what way can or do art educators practice inclusionary strategies? We consider homogeneity in this field and the need for pluralism in this institutional framework. We will diffract discourses through words and images in threads from a post-colonial perspective, critical race and Whiteness studies. Struggling through our blind spots in knowledge production, we seek to understand how Other perspectives received in the NCSMA can emerge. The three research scholars from the field of education and art embody different educational and geographical starting points and differing but shifting power positions in various contexts. This triangle of embodied knowledge allows us to investigate these conflicting positions and perform intentional antiracist response-ability in research related to the NCSMA as an educational institution. Our analysis shows a discrepancy between general intentions of inclusion and practical outcomes.Gry O. UlrichsenHelen EriksenZahra BayatiCappelen Damm Akademisk NOASParticlenordic community school of music and arts (ncsma)decolonising practicesresponse-abilitypluralistic knowledge productionwhitenessArts in generalNX1-820SportsGV557-1198.995DAENNOJournal for Research in Arts and Sports Education, Vol 5, Iss 4, Pp 19-38 (2021)
institution	DOAJ
collection	DOAJ
language	DA EN NO
topic	nordic community school of music and arts (ncsma) decolonising practices response-ability pluralistic knowledge production whiteness Arts in general NX1-820 Sports GV557-1198.995
spellingShingle	nordic community school of music and arts (ncsma) decolonising practices response-ability pluralistic knowledge production whiteness Arts in general NX1-820 Sports GV557-1198.995 Gry O. Ulrichsen Helen Eriksen Zahra Bayati Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts
description	This article will investigate a general concern with the practical implementation of inclusion as recommended in policy documents in art education in general and the Nordic Community School of Music and Arts (NCSMA) specifically. We ask: What do policy documents mean by inclusion? In what way can or do art educators practice inclusionary strategies? We consider homogeneity in this field and the need for pluralism in this institutional framework. We will diffract discourses through words and images in threads from a post-colonial perspective, critical race and Whiteness studies. Struggling through our blind spots in knowledge production, we seek to understand how Other perspectives received in the NCSMA can emerge. The three research scholars from the field of education and art embody different educational and geographical starting points and differing but shifting power positions in various contexts. This triangle of embodied knowledge allows us to investigate these conflicting positions and perform intentional antiracist response-ability in research related to the NCSMA as an educational institution. Our analysis shows a discrepancy between general intentions of inclusion and practical outcomes.
format	article
author	Gry O. Ulrichsen Helen Eriksen Zahra Bayati
author_facet	Gry O. Ulrichsen Helen Eriksen Zahra Bayati
author_sort	Gry O. Ulrichsen
title	Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts
title_short	Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts
title_full	Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts
title_fullStr	Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts
title_full_unstemmed	Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts
title_sort	struggling to decolonise ourselves as an antiracist act within the field of the nordic community school of music and arts
publisher	Cappelen Damm Akademisk NOASP
publishDate	2021
url	https://doaj.org/article/0f7ace1f8d2648f5a129e2a7fb4a9018
work_keys_str_mv	AT gryoulrichsen strugglingtodecoloniseourselvesasanantiracistactwithinthefieldofthenordiccommunityschoolofmusicandarts AT heleneriksen strugglingtodecoloniseourselvesasanantiracistactwithinthefieldofthenordiccommunityschoolofmusicandarts AT zahrabayati strugglingtodecoloniseourselvesasanantiracistactwithinthefieldofthenordiccommunityschoolofmusicandarts
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Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts

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