Skip to main content

Global-VU TIPs Initiative Workshops

Spring 2020 Workshops

“At the Borders of Art and Power: Western Classical Music in the Global Marketplace”
February 10-11, 2020, Blair School of Music
Organized by Douglas Shadle and Joy Calico

“Terrorism, Healthcare, and Displacement in the West African Sahel”
February 21, 2020, Vanderbilt Student Life Center
Organized by Moses Ochonu and Muktar Aliyu

“The Power of Collaborative Inquiry: Reimagining Teacher Professional Development”
April 24-25, 2020, Peabody Rotunda
Organized by Xiu Cravens, Ellen Goldring and Erin O’Hara

Workshop Descriptions

“At the Borders of Art and Power: Western Classical Music in the Global Marketplace”

Participants:
Douglas Shadle, Associate Professor of Musicology, Chair of the Department of Musicology and Ethnomusicology, Blair School of Music, Vanderbilt University
Joy CalicoCornelius Vanderbilt Professor of Musicology, Professor of German Studies, Blair School of Music
Rafael Payare, Music Director, San Diego Symphony
Wu Fei, Composer, Nashville, TN
Rachel Beckles Willson, Professor, SOAS, University of London
Misako Ohta, Professor, Kobe University
Silvia Glocer, Professor, Universidad de Buenos Aires
Christian Onyeji, Professor, University of Nigeria, Nsukka
Nachaya Natchanawakul, Professor, Mahidol University (Thailand)
Yvonne Liao, Early Career Fellow, Oxford University

That Western classical music is “dying” is a widely accepted truism in the West, especially in the United States. Audiences are aging and dwindling, so the story goes, while music education programs are perennially on the chopping block. Meanwhile, audiences elsewhere, particularly in East Asia, clamor for the same music, and students around the world pour into Western-style conservatories. Over the past several decades, this global circulation has led to a wide array of cultural fusions, dialogues, and interfaces that defy neat categorization. Focusing on the status of Western classical music in the global marketplace, this event brings together scholars and practitioners with diverse perspectives from around the world to make a timely intervention into music scholarship as currently practiced.

The event has two parts.  On Monday 10 February, Vanderbilt musicologist Douglas Shadle will facilitate a public conversation at the Blair School of Music with a panel of leading practitioners—a conductor, a composer, and a scholar—to initiate dialogue on the political and cultural resonances of Western classical music around the globe.

The second part, on Tuesday 11 February, is a workshop in which invited scholars, musicians, and members of the Vanderbilt community will take up the challenges and opportunities facing Western classical music as a global enterprise. Coming together from five continents, invited researchers are leading experts in fields with interdisciplinary resonance across Vanderbilt’s campus: colonialism and decolonization, nationalism and transnationalism, globalization, race and ethnicity studies, digital humanities, and organizational theory. Together participants will forge new pathways for studying the past, present, and future of this vital musical practice.

“Terrorism, Healthcare, and Displacement in the West African Sahel”

Participants:
Moses E. Ochonu, Cornelius Vanderbilt Professor of History, History Department, Vanderbilt University
Dr. Muktar Aliyu, Associate Professor of Health Policy and Medicine and Associate Director for Research, Vanderbilt Institute for Global Health
Ricardo Laremont, Professor of Political Science and Sociology, Binghamton University
Barbara Cooper, Professor of History and Women’s Studies, Rutgers University
Gregory Mann, Professor of History, Columbia University
Carol Etherington, Associate Professor of Nursing Emerita, and former Associate Director, Vanderbilt Institute for Global Health (VIGH)
Dr. Mairo Mandara, Senior Fellow, Children’s Investments Fund Foundation and Former Nigeria Country Rep, Bill and Melinda Gates Foundation
Eugene LeBoeuf, Professor of Civil and Environmental Engineering, Department of Civil and Environmental Engineering, Vanderbilt University
Dianna Bell, Research Fellow, Department of Religious Studies, the University of Cape Town, South Africa

When four US troops were killed by terrorists in the West African country of Niger in 2018, many Americans wondered what the troops were doing there in the first place. A better question should probably have been what conditions existed in the Sahelian country to necessitate the intervention of US troops. Many Americans have never heard of the Sahel region of West Africa but it is a part of the world where the biggest challenges our time with grave implications for the United States — terrorism, migration, piracy, ecological disaster, refugee crisis, human trafficking, drug smuggling, humanitarian catastrophe, and public health crises — have converged to produce a volatile brew of crises. Extending across several West African countries, the Sahel is the arid, increasingly desiccated, and crisis-prone buffer between huge population centers in these countries and the expanding Sahara Desert. A combustive cocktail of problems has been exacerbated by political instability, dimming development prospects, creating a potentially explosive disease environment, and generating insecurity for millions of people, the resulting refugee crisis putting pressure on scarce resources while sending young men across the Mediterranean to Europe in search of asylum.

These developments have broad global public health, economic, and political implications.

The two-day workshop will draw on the perspectives of internal and external experts drawn from medicine, public health, development economics, anthropology, the military, Environmental Engineering, Religious Studies, history, sociology, and political science. Participants will illuminate the complex socioeconomic, political, and public health crises of the Sahel and the way these problems connect to broader global challenges of the twenty first century — migration, poverty, terrorism, displacement, and public health.

“The Power of Collaborative Inquiry: Reimagining Teacher Professional Development”

Participants:
Xiu Cravens, Associate Dean for International Affairs, Peabody College, Vanderbilt University
Ellen Goldring, Executive Editor, American Educational Research Journal , Peabody College, Vanderbilt University
Erin O’Hara, Executive Director, Tennessee Education Research Alliance, Peabody College, Vanderbilt University
Prof. Haiyan Qian, Co-Director, Asia Pacific Center for Leadership and Change, Department of Education Policy and Leadership, Education University of Hong Kong
Prof. Jianjun Wang, Director, Institute of Teacher Education Research, Faculty of Education, East China Normal University
Prof. Peiying Chen, Director, Taiwan High School Curriculum Reform Initiative, Department of Education and Graduate Institute Policy and Administration, National Taiwan Normal University
Prof. Paulo Volante, Director, Advanced Program in School Leadership and Management, Faculty of Education, Pontifical Catholic University of Chile
Prof. Magdalena Müller, Director of Undergraduate Teacher Education, Faculty of Education, Pontifical Catholic University of Chile

There is increasing recognition that teachers must improve instructional practice throughout their careers to address the evolving needs of students and communities, and the changes in curriculum and standards; high-quality, collaborative professional learning for instructional improvement is an integral part of the growth process. However, the extent, nature, and productivity of this collaboration varies substantially within and across schools and school systems, and across international contexts. What types of teacher collaboration create authentic opportunities for teacher learning for instructional improvement?

The purpose of this international workshop is threefold:

  • to understand professional learning models and their implementation and impact in different educational context;
  • to form research-practice partnerships around models of improvement science to implement teacher-led, job-embedded, and disciplined inquiry cycles to improve instruction within schools and across schools; and
  • to develop an international research agenda on collaborative teacher learning that is most likely to lead to instructional improvement and growth in student learning.

The workshop will be organized around three themes:

  • Cross-Cultural Adaptation and Implementation Fidelity of “Best Practices” in Collaborative Teacher Learning Models;
  • Developing Teacher Learning Models at Scale;
  • Addressing Challenges in Researching the Implementation and Impact of Collaborative Teacher Learning ModelsSemi-structured dialogues among researchers and school leaders will highlight the importance of integrating research evidence into practice, address the tenets of measurement, monitoring, and evaluation to support the improvement of teacher practice, as well as provide opportunities for participating institutions to identify common interests for future collaboration.