Document Type
Book Chapter
Publication Date
8-8-2018
Department 1
Conservatory of Music
Department 2
Education
Abstract
Globalization has changed the social, cultural, and linguistic diversity in societies all over the world (Blommaert, J & Rampton, B. Diversities, 13(2), 1–22 (2011)). As new technologies have rapidly developed alongside increased forms of transnational flow, so have new forms of language, art, music, communication, and expression. This rapid and varied blending of cultures, ideas, and modes of communication is what Vertovec (2007) describes as super-diversity—diversity within diversity. In this narrative, I explore the theoretical and methodological pluralism that has aided my research in diverse settings, drawing from post-structuralism, critical theory, sociolinguistics, complexity theory, and discourse analysis—specifically Scollon and Scollon’s (Scollon, R & Scollon, W S. Discourses in place: Language in the material world. London: Routledge (2003), 10.4324/9780203422724; Scollon, R & Scollon, W S. Nexus analysis: Discourse and the emerging internet. New York: Routledge (2004)) recommendations for nexus analysis and Blommaert’s theoretical principles and concepts of ethnography, globalization, and superdiversity (Blommaert, J. Discourse. Cambridge, UK: Cambridge University Press (2005), 10.1017/CBo9780511610295; Blommaert, J. The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press (2010), 10.1017/CBO9780511845307; Blommaert, J. Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Bristol, UK: Multilingual Matters (2013)). I promote a need to develop a robust toolkit for music education that (1) better analyzes how we position and are positioned as part of larger groups and practices operating within multiple layers of social, cultural, and historical context, and (2) better advocates for equitable practices and inclusive spaces in our field.
Copyright Note
This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
DOI
10.1007/978-3-319-90161-9_10
Version
Post-Print
Recommended Citation
Talbot, B. C. (2018). Superdiversity in music education. In J. Dorfman, & D. Dansereau (Eds.), Pluralism in American Music Education Research: Essays and Narratives. New York: Springer, 181-192.
Required Publisher's Statement
This book chapter is also available through the publisher's website.
Included in
Critical and Cultural Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, International and Intercultural Communication Commons, Music Education Commons