Teacher Activism in Resonaari – Towards Inclusive Music Education

The third case is the Special Music Centre Resonaari in Helsinki that has promoted pedagogical change within the conventional music school system based on its ideas of innovative pedagogy, flexible policy, and inclusive action in society through performing publicly outside institutional settings. Resonaari is one among many music schools within the institutional network in Finland offering goal-directed music instrument tuition for students with diverse learning characteristics, and it follows the syllabus regulated by the Basic Education in the Arts. Resonaari provides an imaginative case of rather uncommonly inclusive practices among students who are excluded from mainstream institutional music education and relegated to the categories of special education and care. These inclusive practices not only benefit the students themselves but also combat the ableist and ageist views in society.

This presentation is based on a qualitative case study of the teachers’ proactiveness in Resonaari, designated as teacher activism. In other words, the teachers act in anticipation of future needs and policy changes within an inclusive teaching and learning structure. Instead of strengthening the general preoccupations regarding the students’ characteristics or abilities, Resonaari’s teachers aim to find ways to reach inclusion through challenging the prevailing pedagogical traditions of formal music education, and building a community of music learners that reaches beyond the institutional boundaries, thus making an impact on society.

Finally, this presentation examines the case from a systemic standpoint to explore how interactions between policy, institutions, and individuals can reinforce inclusive music education. It is argued that this type of activism is key for innovative inclusive practices and policy disposition in wider fields of music education.