A transformative mixed methods study exploring challenges in SEND music education partnerships in England

Abstract

This transformative mixed methods thesis explored music education partnerships between SEND school settings, Music Education Hubs (MEHs) and arts organisations in England (Mertens, 2009; Mertens et al., 2015). This type of partnership involves a diverse, multidisciplinary range of teachers, musicians, and teaching artists, who must navigate working relations in collaborative music education programmes and projects (Hallam, 2011; Zeserson, 2012). SEND music education partnerships vary in quality, with some encountering many challenges (Christophersen and Kenny, 2018). This thesis delves deeper into challenges explicitly relating to SEND, sharing findings on workforce perspectives of social justice related themes, including tokenistic and discriminatory practice. Two theorists influenced this thesis. Firstly, Bourdieu’s sociological theories and analytical thinking tools were explored concerning reoccurring themes of diversity, hierarchy, and quality. Secondly, Engeström’s Cultural-Historical Activity Theory (CHAT) was used as a theoretical framework to compare differences between arts organisations, MEHs, and SEND schools to add another dimension of contextual understanding (Engeström, 1999; Engeström, 2016).

The mixed methods participatory-social justice research design provided an overarching framework and guided methodological decisions over two sequential phases of data collection (Creswell and Plano Clark, 2018). The first phase gained an overview of workforce perspectives on experiences of working in partnerships. Multiple perspectives were gathered from as many voices as possible using three research methods: a self-administered questionnaire, open narrative, and documentary analysis (Nind, 2014). Phase two culminated in an online focus group involving music teachers in SEND schools to delve deeper into the causes of challenges and possible solutions. Higher quality partnership experiences ultimately benefit the involved communities and enhance the music education experience for children with Additional Support Needs (ASN).

Date of Award	12 May 2023
Original language	English
Awarding Institution	University of Winchester
Supervisor	Kerry Ball (Supervisor) & Miriam Walker (Supervisor)