For my own work as part of the ArtsEqual project, I feel like researching equality is not enough. I must do it.
Tuntiopettaja, SibA/Kansanmusiikin aineryhmä
Tuntiopettaja, SibA/Pianon, harmonikan, kitaran ja kanteleen aineryhmä
Alexis received her doctorate in music from the Sibelius Academy, University of the Arts Helsinki in 2015. Her thesis: Navigating (un)popular music in the classroom: Censure and censorship in an inclusive, democratic music education explored Finnish secondary school music teacher's popular repertoire decision-making, particularly focusing on musics often seen as inappropriate or problematic for the classroom.
Prior to attaining her doctorate, Alexis was awarded degrees in Social Science (Criminology) and Music Education, from the University of New South Wales and Sydney University respectively. She also has more than a decade of experience as a studio piano teacher, a secondary school music teacher and musician.
As a 'third-culture kid' and perpetual immigrant (she is a first generation Australian, and has lived 'overseas' in Hong Kong and Finland for a total of 13 years), Alexis is drawn to the idea that there are a multiplicity of experiences, values, and perspectives in the everyday practices of teaching and learning music. Her interdisciplinary research takes a closer look at the taken-for-granted, exploring the fluidity and complexity of identities and cultures; of teaching and learning roles; of inclusion and exclusion; of policy and practice; and of ideals and ethics in various contexts.
Alexis has collaborated actively with researchers in music education and related disciplines through various research projects and publications. Her work has appeared in international, refereed journals, in books, and in various trade journals or other popularized media forums. She has presented her work at conferences in Australia, Denmark, Estonia, Finland, Greece, Norway, Sweden, the United Kingdom and the United States.
Alexis' current project, as part of the Artsequal research initiative, is conducted together with Sámi communities in Finland. This work explores Sámi leaders, educators, and artists' experiences of extracurricular arts education in Finland. Through their stories, this research seeks new possibilities, visions and pedagogies for the transformation and democratization of arts education in the future.