On ‘Late’ Learning and Creativity

Who Cannot Learn?

Wolfgang, Fraser, Gary and Tia are delighted that our article on ‘late’ learning is now published in a Special Issue of Scuola Democratica, Edited by Anna Lisa Tota and Antonietta De Feo. Other articles in this rich SI address Disability and Arts Education, Prison Theatre, Epistemology, Educational Research Training, Teaching Sociology through social aesthetics, the School as a Temporary Exhibition Space, and two book reviews, one on A. Bayley’s Posthuman Pedagogies in Practice: Arts Based Approaches for Developing Participatory Futures (Palgrave MacMillan 2018)and one on Tia’s book on Hope in the same issue, the latter by Lia Luchetti.)

We were excited to be able to present three detailed, person-centered case studies (one from each of the three research sites – a care home and two hospices), to use some of our Care for Music drawings for the first time in an academic article, and to work with amazingly helpful editors and very helpful critical peer reviewers too. The process was wonderful and we look forward to future dialogue on the topic of who can learn, what is creativity, for whom, when and where, and with what consequences.

The list of references from the article is here:

Ansdell, G. and Pavlicevic, M. (2010), «Practicing ‘Gentle Empiricism’: The Nordoff Rob- bins Research Heritage», Music Therapy Perspectives, 28 (2), 131-9.

Antonovsky, A. (1987), Unraveling the Mystery of Health: How People Manage Stress and Stay Well, San Francisco, Jossey-Bass.

Becker, H.S. (1982), Art Worlds, Berkeley-Los Angeles-London, University of California Press.

Featherstone, K. and Northcote, A. (2020), Wandering the Wards: An Ethnography of Hospi- tal Care and its Consequences for People Living With Dementia. London, Routledge.

Freire, P. (1970), Pedagogy of the Oppressed, London, Continuum Press.

Delamont, S. and Atkinson, P. (2001), «Doctoring Uncertainty: Mastering Craft Knowledge», Social Studies of Science, 31 (1), 87-107.

DeNora, T. (2014), Making Sense of Reality: Culture and Perception in Everyday Life, London, Sage.

Groce, N. (1985), Everyone Here Spoke Sign Language, Cambridge, MA, Harvard Univer- sity Press.

Lave, J. and Wenger, E. (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge, Cambridge University Press.

London, M. (2021), The Oxford Handbook of Lifelong Learning (2nd edition), New York, Oxford University Press.

Mehan, H. (1988), «Educational Handicaps as a Cultural Meaning System», Ethos, 16 (1), 73-91.

Tia DeNora, Wolfgang Schmid, Fraser Simpson and Gary Ansdell

Mukerji, C. (2009), Impossible Engineering: Technology and Territoriality in the Canal du Midi, Princeton, NJ, Princeton University Press.

Schmid, W. (2017), «Being Together – Exploring the Modulation of Affect in Improvisa- tional Music Therapy with a Man in a Persistent Vegetative State – A Qualitative Single Case Study», Health Psychology Report, 2 (5), 186-92.

Schmid, W. (2013), «A Penguin on the Moon: Self-Organisational Processes in Improvi- sational Music Therapy in Neurological Rehabilitation», Nordic Journal of Music Therapy, 23 (2), 152-72.

Suchman, L. (1987), Plans and Situated Actions: The Problem of Human-Machine Commu- nication, Cambridge, Cambridge University Press.

Tota, A.L. and Hagen, T. (2016), Routledge International Handbook of Memory Studies, London, Routledge.

Witkin, R. (1998), Adorno on Music, London, Routledge.

Wood, S. (2020), «Beyond Messians Birds: The Post-Verbal World of Dementia», BMJ Open Medical Humanities, 46, 73-83.

Leave a comment

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: