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首页> 外文期刊>British Educational Research Journal >Practitioners' views on cross-community music education projects in Northern Ireland: alienation, socio-economic factors and educational potential
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Practitioners' views on cross-community music education projects in Northern Ireland: alienation, socio-economic factors and educational potential

机译：从业者对北爱尔兰跨社区音乐教育项目的看法：疏远，社会经济因素和教育潜力

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摘要

This article reports a qualitative investigation of the perceptions on cross-community music education activities of 14 key practitioners with experience with the two main communities in Northern Ireland (NI), Protestant and Catholic. The segregation of the NI education system is outlined in the first section, which is followed by a review of literature, cross-community projects, and the research methodology. Two hundred and sixteen pages of interview transcripts were analysed with NVivo. Interviewees reflected on current activities and on memories of their own experiences when younger, their fears and hopes. They explained how such projects are and have been organised in NI. The participants' perceptions are discussed, including their comments on 'Project processes and effectiveness', 'Music education potential' and 'Music as a sign of identity'. The reported educational activities and aims vary depending on a number of factors, one of the most important being the level of acknowledgement of integration of the educational setting, which appears to be influenced by the socio-economic environment. It is apparent that cross-community music education projects have been and continue to be an effective means of addressing prejudice amongst young people. Nevertheless, the context of each educational setting delimits the potential of such projects. Educational implications are examined in the conclusion.
机译：本文对14位主要从业者的跨社区音乐教育活动的看法进行了定性调查，他们在北爱尔兰（NI）的两个主要社区，新教徒和天主教徒中有经验。第一部分概述了NI教育系统的隔离，随后是文献，跨社区项目和研究方法的回顾。使用NVivo分析了116页的采访记录。受访者回顾了当前的活动以及对自己年轻时的经历的记忆，恐惧和希望。他们解释了如何在NI组织此类项目。讨论参与者的看法，包括他们对“项目过程和有效性”，“音乐教育潜力”和“音乐作为身份认同的标志”的评论。所报告的教育活动和目标因许多因素而异，其中最重要的因素之一是对教育环境整合的认可程度，这似乎受到社会经济环境的影响。显然，跨社区音乐教育项目已经并且继续是解决年轻人中偏见的有效手段。然而，每种教育背景的背景限制了此类项目的潜力。结论对教育意义进行了研究。

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