All Outputs (3)

Freedom to learn (2025)
Book Chapter
Di Domenico, A., Harvey, A., Karp, B., Shakespeare, E., van Knippenberg, I., Cowan, J., & Moir, Z. (2025). Freedom to learn. In S. Abegglen, T. Burns, R. F. Heller, R. Madhok, F. Neuhaus, J. Sandars, S. Sinfield, & U. Gitanjali Singh (Eds.), Stories of Hope: Reimagining Education (237-246). Open Book Publishers. https://doi.org/10.11647/obp.0462.21

Rooted in the transformative pedagogies of Paulo Freire and Carl Rogers, and influenced by contemporary thinkers such as Jesse Stommel, Susan Blum, David Clark, Robert Talbert, and Jan McArthur, this chapter presents a collaborative exploration of se... Read More about Freedom to learn.

Capitalist Realism and Higher Popular Music Education: Towards a Counter-Hegemonic Alternative (2025)
Journal Article
Moir, Z., Harvey, A., & Veldon, E. (2025). Capitalist Realism and Higher Popular Music Education: Towards a Counter-Hegemonic Alternative. Action, Criticism, and Theory for Music Education, 24(2), 186-215. https://doi.org/10.22176/act24.2.181

This article presents a theoretical consideration of some of the ways in which capitalist realism is shaping the field of higher popular music education. We begin by presenting an overview of our understanding of Fisher’s concept and then offer a cri... Read More about Capitalist Realism and Higher Popular Music Education: Towards a Counter-Hegemonic Alternative.

Motivations and expectations of higher popular music education in Scotland: Student perspectives (2023)
Journal Article
Harvey, A. (2023). Motivations and expectations of higher popular music education in Scotland: Student perspectives. Journal of Popular Music Education, 7(1), 69-85. https://doi.org/10.1386/jpme_00100_1

This research investigates the motivations of students and their expectations of the aims and content of undergraduate popular music programmes in Scotland. With a particular interest in the pedagogical issues surrounding the familiar ideological deb... Read More about Motivations and expectations of higher popular music education in Scotland: Student perspectives.