REGINA MURPHY & FRANCIS WARD
Regina Murphy is Associate Professor and Head of the School of Arts Education and Movement at the Institute of Education, Dublin City University, Ireland. Current teaching encompasses music education in initial teacher education for early childhood, primary/elementary degrees, together with teaching and supervision on postgraduate programmes at masters and doctoral levels. She is a past board member of the International Society for Music Education and current Assistant Chair of the Society for Music Education in Ireland. Her research interests focus on the expertise of the generalist teacher/early years educator in music education, embodied knowledge, teacher identity, creative practices, and arts based research in diverse and inclusive contexts.
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Francis Ward is Assistant Professor in music education at the School of Arts Education and Movement, Institute of Education, Dublin City University. He completed his PhD studies at University of Limerick as an Irish Research Council scholar investigating the development of a virtual orality in the processes of transmission in Irish traditional music. His varied research interests include music education and social inclusion, music in the primary school, Irish traditional music and dance, educational technology, online teaching, learning and identity, virtual pedagogies, transformations of orality, informal and non-formal music/dance transmission and the creative processes in music/dance composition and choreography, amongst others. Francis is also a well-respected teacher, adjudicator, performer and composer/choreographer of Irish traditional music and dance.
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‘The child will be enabled to…’: Re/imagining Socially Inclusive Music Education in Initial Teacher Education
Set within the context of recent education policy reform that led to the reconceptualization of initial teacher education (ITE) in Ireland, this paper illustrates how the reform agenda enabled the development of a specialist pathway on socially inclusive music education (SIME) within a generalist program in ITE for primary/elementary teachers. The paper first outlines the context for this development, underpinning theoretical framework, and the model that emerged in one higher education institution (HEI). Next, two examples of the modular focus within the program of study are presented. Finally, the paper problematizes the stated aspirations of the SIME pathway and exigencies of its realization.