Giving voice to the voiceless
empowerment through music – a commentary
pp. 153-156
in: Margaret S. Barrett, Sandra L. Stauffer (eds), Narrative inquiry in music education, Berlin, Springer, 2009Abstract
The interlocking narratives that comprise this chapter immediately enable the reader to enter the complex world of a gifted teacher, whose own, sometimes painful, experiences have enriched her approach to teaching in a specialised learning environment. Clandinin (2006) sees narrative inquiry as having three dimensions: "the personal and social (interaction) along one dimension; past, present and future (continuity) along a second dimension; place (situation) along a third dimension" (p. 47). Kroon describes the teacher and her interactions with the students in some detail, and we hear the voices of the teacher, the principal, and, to a lesser extent, the students and their parents emerge in this account.