Dissertation review: Johan Nyberg’s Music education as an adventure of knowledge.
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- Artikler og bokkapitler 
OriginalversjonI: Nordic Research in Music Education. Yearbook Vol. 17 2016, s. 271-278
How does one generation of Swedish music teachers and students—inserted into this moment in time, and woven into the fabric of a particular context and its place—conceptualize the work they do? All research is animated by a hunch. And Nyberg’s hunch was that if we listened to teachers and students as they grapple with the problems of their day, we might be better poised to modify classroom spaces so that education may become a so-called ‘adventure of knowledge’. In three peer-reviewed studies, Nyberg asked a series of inter-related research questions, which I have paraphrase like this: (1) How do music students conceptualize music knowledge and learning? (2) Likewise, how do music teachers conceptualize music knowledge and learning? (3) How is the work of teaching and learning understood and experienced in an educational environment that is hostile to adventure and openness?
Research note: Dissertation review
Nordisk musikkpedagogisk forskning;Årbok 17