Imagining ends-not-yet-in-view: The ethics of assessment as valuation in Nepali music education

Show simple item record Treacy, Danielle Shannon Timonen, Vilma Kallio, Aleksis Anja Shah, Iman Bikram 2020-09-08T13:34:13Z 2020-09-08T21:00:25Z 2019
dc.identifier.citation Treacy, D. S., Timonen, V., Kallio, A. A. & Shah, I. B. (2019). Imagining ends-not-yet-in-view: The ethics of assessment as valuation in Nepali music education. In D. J. Elliott, M. Silverman, & G. E. McPherson (Eds.), The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (pp. 411-429). New York, NY: Oxford University Press. doi: 10.1093/oxfordhb/9780190265182.013.33 fi
dc.identifier.isbn 9780190265182 fi
dc.identifier.uri URN:NBN:fi-fe2020091769979
dc.description.abstract The intensifying diversity and fast-paced social change characterizing contemporary societies requires music education policy and practice to contend with various and at times conflicting musical and cultural values and understandings. In Nepal this situation is intensified, with a music education curriculum adopted by the Ministry of Education in 2010 guiding music teaching and learning for 77 national districts and over 125 caste/ethnic groups within a rapidly globalizing society. In this context assessment plays a key role in framing the knowledge and pedagogical approaches deemed useful or desirable for Nepali music students, and contributes to the legitimation of music as a subject and as a career. Assessment is therefore of ethical concern and warrants critical reflection if music education is to uphold democratic ideals, such as participation and equal opportunity. In this chapter we identify four institutional visions framing music education in Nepali schools. Considering these visions through John Dewey’s Theory of Valuation (LW13), we suggest that ethical deliberations regarding assessment focus on the relationships between means and ends in learning processes and thereby the quality of student experience. Leaning on Arjun Appadurai’s theories of the imagination (1996) and the capacity to aspire (2004) we then propose that imagining ends-not-yet-in-view may allow for ethical engagements with values different to one’s own and encourage reflection upon the inclusive and exclusive processes of assessment that frame whose ends-in-view count, when, how, and what for. fi
dc.format.extent 19 fi
dc.language.iso en fi
dc.publisher Oxford University Press fi
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dc.subject assessment fi
dc.subject capacity to aspire fi
dc.subject ethics fi
dc.subject institutional visions fi
dc.subject music education fi
dc.title Imagining ends-not-yet-in-view: The ethics of assessment as valuation in Nepali music education fi
dc.type Artikkeli kirjassa – Artikel i bok – Article in a book fi 2021-07-31

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