Dr. Danielle Treacy holds a Bachelor of Music specialising in music education (University of Toronto), a Bachelor of Education (Queen’s University, Canada), a Master of Arts in education specialising in development and international cooperation (University of Jyväskylä), and a Doctor of Music (Sibelius Academy of the University of the Arts Helsinki). She has worked as an elementary school music teacher in Egypt and Singapore, a classroom teacher and English as an Additional Language teacher in Finland, and trumpet, piano, and theory teacher in music institutions in Canada. She has collaborated and co-authored in the projects Global Visions through Mobilizing Networks led by Professors Heidi Westerlund and Sidsel Karlsen and Learning In and Through the Arts in Higher Education led by Professor Helena Gaunt. Treacy has published peer-reviewed international journal articles and book chapters, and presented her work at numerous international conferences. Her contribution to the international community of music educators has also included guest editing a special edition of the Finnish Journal of Music Education (2020 1-2), coordinating the Cultural Diversity in Music Education conference in Helsinki, Finland in 2015, serving on the scientific committee for the Cultural Diversity in Music Education conference in Tel Aviv, Israel in 2019, and being a member of the steering committee and chairing the scientific committee for the ISME South Asia regional conference in Kathmandu, Nepal in 2019. Currently, Treacy is an editor of the Nordic Research in Music Education journal. In addition to her work as a researcher, Treacy is a lecturer in the MuTri doctoral school at the Sibelius Academy of the University of the Arts Helsinki, and also teaches in the Department of Global Music.
Research and publications
Gaunt, H., & Treacy, D. S. (2020). Ensemble practices in the arts: A reflective matrix to enhance team work and collaborative learning in higher education. Arts and Humanities in Higher Education, 19(4), 419-444. https://doi.org/10.1177/1474022219885791
Treacy, D. S. (2020). “Because I’m a girl”: Troubling shared visions for music education. Research Studies in Music Education, 42(3), 310-325. https://doi.org/10.1177/1321103X19845145
Treacy, D. S. (2020). Engaging practitioners as inquirers: Co-constructing visions for music teacher education in Nepal. In H. Westerlund, S. Karlsen, & H. Partti (Eds.), Visions for intercultural music teacher education (pp. 195–214). Springer.
Treacy, D. S. (2020). Imagining possibilities: Musician-teachers co-constructing visions in the Kathmandu Valley. Sibelius Academy of the University of the Arts Helsinki. Studia Musica 80. Available from: http://urn.fi/URN:NBN:fi-fe202002145503
Treacy, D. S., Timonen, V., Kallio, A. A., & Shah, I. B. (2019). Imagining ends-not-yet-in-view: The ethics of assessment as valuation in Nepali music education. In D. J. Elliott, M. Silverman, & G. E. McPherson (Eds.), The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (pp. 411-429). New York, NY: Oxford University Press. doi: 10.1093/oxfordhb/9780190265182.013.33
Treacy, D. S., Thapa, S., & Neupane, S. K. (in press). “Where the social stigma has been overcome”: The politics of professional legitimation in Nepali music education. In A. Kallio, S. Karlsen, K. Marsh, E. Sæther & H. Westerlund (Eds.), The Politics of Diversity in Music Education.
Treacy, D. S., & Westerlund, H. (2019). Shaping imagined communities through music: Lessons from the School Song practice in Nepal. International Journal of Music Education, 37(4), 512–523. https://doi.org/10.1177/0255761419850251