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Are You Listening? Voicing What Matters in Non-Formal Music Education Policy and Practice
9 references·0 citing·41 second hop
Are You Listening? Voicing What Matters in Non-Formal Music Education Policy and Practice (2015)Are You Listening? Voicing What Matters i…Rehearsal Spaces as Children’s Spaces? Considering the Place of Non-formal Music Education (2014)Rehearsal Spaces as Children’…Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies (2013)Beyond ‘voice’, beyond ‘agenc…Rap, rhythm and recognition: Lyrical practices and the politics of voice on a community music project for young people experiencing challenging circumstances (2012)Rap, rhythm and recognition: …Interpretative Phenomenological Analysis: Theory, Method and Research (2010)Interpretative Phenomenologic…Councils, consultations and community: rethinking the spaces for children and young people's participation1 (2010)Councils, consultations and c…The difference that place makes to methodology: uncovering the ‘lived space’ of young people's spatial practices (2009)The difference that place mak…‘Instrumental’ playing? Cultural policy and young people's community music participation (2009)‘Instrumental’ playing? Cultu…From Children's Services to Children's Spaces: Public Policy, Children and Childhood (2002)From Children's Services to C…Editorial: Emotional geographies (2001)Editorial: Emotional geograph…Constructing grounded theory : a practical guide through qualitative analysis (2006)Using thematic analysis in psychology (2006)Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide (2013)Interpretative Phenomenological Analysis (2020)One size fits all? What counts as quality practice in (reflexive) thematic analysis? (2020)Thematic Analysis (2022)The Dialogic Imagination: Four Essays (1982)Giving an Account of Oneself (2005)Folk Devils and Moral Panics: The Creation of Mods and Rockers (1972–2002) (2019)Community music interventions, popular music education and eudaimonia (2021)Criminalising Black Trauma: Grime and Drill Lyrics as a Form of Ethnographic Data to Understand “Gangs” and Serious Youth Violence (2022)Participation: the New Tyranny? (2001)Selections from the Prison Notebooks (2007)Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition (2012)Children and Young People's Politics in Everyday Life (2013)Children’s participation: moving from the performative to the social (2016)Selections from the prison notebooks (2020)Being and Time (1927)Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective (1988)Gender Trouble: Feminism and the Subversion of Identity (1991)Children's participation : from tokenism to citizenship (1992)Club cultures: music, media and subcultural capital (1996)Club Cultures: Music, Media and Subcultural Capital (1997)The participation and decision making of ‘at risk’ youth in community music projects: an exploration of three case studies (2011)Can You Hear Me Now? Musical Values, Education and ‘Voice’ (2013)Tasman Connections through Song: Engaging in Classrooms and in Community (2018)Cultural geography: the busyness of being `more-than-representational' (2005)3.2. MARXISM AND LITERATURE (2006)Emotions and affect in recent human geography (2009)Searching for Belonging – An Analytical Framework (2010)The Presentation of Self in Everyday Life. (1956)Attachment and Loss (1969)Reassembling the social: An introduction to actor‐network‐theory (2008)Alter-Childhoods: Biopolitics and Childhoods in Alternative Education Spaces (2014)Changing children's geographies (2014)Questions of agency: Capacity, subjectivity, spatiality and temporality (2018)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Communities of practice learning, meaning, and identity (1999)Accounting for young children’s competence in educational research: New perspectives on research ethics (2004)Childhood, parenting and early intervention: A critical examination of the Sure Start national programme (2006)
this work references cited by second hop

References

  • 2010Interpretative Phenomenological Analysis: Theory, Method and Research8,160 cited
  • 2001Editorial: Emotional geographies822 cited
  • 2002From Children's Services to Children's Spaces: Public Policy, Children and Childhood302 cited
  • 2013Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies255 cited
  • 2010Councils, consultations and community: rethinking the spaces for children and young people's participation1224 cited
  • 2009The difference that place makes to methodology: uncovering the ‘lived space’ of young people's spatial practices130 cited
  • 2012Rap, rhythm and recognition: Lyrical practices and the politics of voice on a community music project for young people experiencing challenging circumstances34 cited
  • 2009‘Instrumental’ playing? Cultural policy and young people's community music participation22 cited
  • 2014Rehearsal Spaces as Children’s Spaces? Considering the Place of Non-formal Music Education3 cited

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