Music room remix : six narratives of music teachers in secondary schools in Aotearoa New Zealand.

Abstract

This thesis uses narrative research methodologies to explore the experiences of secondary Music teachers in Aotearoa New Zealand. Through taking a narrative approach a space is created for voices that are often unheard to (re)examine and reflect on experiences of the past and present to generate new meanings.

A key research question, “How do Music teachers navigate their identity as educators?” guided the research process, where multiple conversations were held with Music teachers whose lives span across several generations and through a multiplicity of musical and educational experiences.

Participant teaching experience ranges from beginning teachers to those who began their teaching role in the 1970’s. Music teacher participants in this research have worked in secondary schools across the country and show diverse approaches to musical and education philosophies. Narrative texts for each participant were written using data from interviews, reflective writing, and a mapping exercise, then wider themes have been identified and examined in an educational context relating to the experiences of Music teachers.

This compilation of narratives posits that secondary Music teachers lead busy and complex lives. They enter the world of teaching because it is a stable profession where musicians can maintain and share their strong connections to music. Often hired for their abilities in musical performance, Music teacher participants need to navigate increasingly complicated workloads that fuel disconnection between their musical and teaching identities. At the same time, they work amidst constantly changing parameters including in this study, the ongoing effects of the global Covid-19 pandemic.

Themes in this research consider the importance of being a musician, thinking and knowing through music, teacher wellbeing, and the state of wider Music education in Aotearoa New Zealand. It recognises that relational ethics within narrative inquiry is paramount. These themes also encourage educators in turn to reflect on new perspectives through self-study as well as thinking about how maintaining a connection to personal identity can aid overall wellbeing. This is important because ongoing teacher reflection ultimately helps learners. This research adds to the continuing discourse around what is valued in education and how inclusion of diverse ways of knowing and doing are essential to navigating an uncertain future.