Doctoral Trainee, SibA/MuTri doctoral school
Part-time teacher, SibA/Folk Music Department
Part-time teacher, SibA/Department of piano, accordion, guitar, and kantele
Danielle Treacy is a doctoral candidate and research associate at the Sibelius Academy, University of the Arts Helsinki, Finland. As part of the Global Visions research project, her current work focuses on ethical and methodological deliberations involved in cross-cultural research in the majority world, and collaborative learning in music teacher education. In particular, her work aims to contribute to the development of the first music teacher education program in Nepal, and the development of intercultural music teacher education globally. She has presented her work in international conferences and published in the Finnish Journal of Music Education. At the Sibelius Academy, she co-teaches a graduate course in research methods and pedagogy for international students in the classical music department. Before beginning doctoral studies, Danielle worked as a K-6 music teacher in elementary schools in Egypt and Singapore; and as a music teacher in music institutes in Canada where she taught private and group instrumental lessons, and a youth internship program, where she was involved in planning, researching and co-teaching applied theory, research methods, and a masterclass. In Finland, she has worked as an elementary classroom teacher and an English as an Additional Language teacher.
Co-constructing Visions for Music Teacher Education: Lessons from Nepal
This doctoral study, initiated by Nepali stakeholders, aims to build a network of musician-teachers in Nepal in which to facilitate a process of co-constructing visions for music teacher education. The study aims to benefit both the Nepali participants and the development of global music teacher education; and contribute a majority world perspective to international discussions on how the local and global intersect in the envisioning of context specific music education practices. These objectives engage with the increasing societal diversity that characterises the music classroom as a meeting place for difference, requiring music education policy and practice to contend with various, potentially conflicting values. The study involves over 50 local musician-teachers in the Kathmandu Valley and increases the intercultural skills in the Sibelius Academy research community through methodological and ethical deliberations on anticolonial research in the majority world. The multi-method study tests Appreciative Inquiry as one possible method of co-constructing visions informed by educational ethnography, collaborative ethnography and reflexive methodology, to contribute to a culturally engaged research practice that is mindful of issues of power, ethnocentrism and coloniality. This doctoral study is part of the project, Global visions through mobilizing networks funded by the Academy of Finland in 2015-2019.