”Jag har också rätt att ljudsätta världen” : Om tjejers och transpersoners tillblivelser som musikskapare i musikteknologiska lärmiljöer
Summary, in English
The dissertation draws from sociomateriality, a post-humanistic theory chosen as it lends itself to the study of the “entanglement” of the social, the cultural, and the material. The choice of sociomateriality is rooted in the desire to contribute to a better understanding of the relations between humans and non-humans. In particular, Actor–Network Theory (ANT), as developed by Latour (2015), is utilized as a theoretical and methodological approach. The study also refers to more critical approaches, for example, feminist materialism, thus inviting the concept of the “cyborg”, which questions not only the male/female and nature/culture dichotomies but also the human/machine dichotomy.
The design of the study is inspired by ANT and Latour’s (1999) ideas of science as a collective experiment for humans and materiality which allows for the creation of a network of knowledge. The chosen methods include participant observations and focus group conversations based on visual and auditive communication methodology (photo, audio and film). The empirical data was generated in three music-learning environments: two music camps and one music hackathon. All three cases had a clear mission to improve equity in music education and in the music industry.
The results show how "becoming", in Latour’s sense, is made possible in the meeting between humans and non- humans. Based on the analysis, this “becoming” should be understood as a cyborg or a music-making hybrid (a temporary relation), which is thus, a contribution of the dissertation to the understanding of the relations between humans, technology and music making. The study found that individual knowledge of technology enabled the participating persons to, in cooperation with tutors and non-human materiality, take control over their learning and music making. Thus, the dichotomy of male/female technology in music technology learning environments is suspended. The majority of the girls and transgender persons in this study were, in relation to technology, given the power to become music-making hybrids. The study’s result also shows the significance of lyrics in music making. In other words, the studied projects gave the participants a chance to take power over learning. They were also given the opportunity to express themselves and soundscape the world. Finally, the study shows the potential of music technology projects designed for girls and transgender persons to promote gender equality in music education.
Studies in music and music education
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Malmö Academy of Music, Lund University
- tjejer och transpersoner (hbtqia)
- ISSN: 1404-6539
- ISBN: 978-91-88409-21-8
13 maj 2020
NB! This dissertation defense will be conducted online only. Follow on
- Petter Dyndahl (Professor)