Catherine Bennett
Biographic Data
| ID | 5013189 |
|---|---|
| NAME | Catherine Bennett |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Bennett |
| SIGNATURE | BENNETT C |
| AFFILIATIONS | Oakland University |
| ORCID | 0000-0001-5712-1530 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1941 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
There’s (not) an App for that: Situating smartphones, Excel and the techno-political interfaces and infrastructures of digital solutions for Covid-19
This paper focuses on the operational-infrastructural puzzles of mHealth via COVID-19 Contact Tracing Apps (CTA). Significant literature exists on user adoption of the platformisation of public health during the pandemic, but there has been limited consideration of how those responsible for implementing CTA design, deployment, and use of public health infrastructures did so. We redress this imbalance by exploring some of the politics and practica…
Becoming a Culturally Responsible Music Teacher: A Grounded Theory
Culturally responsible music teaching refers to practices of meaningfully connecting with students, engaging them in their own constructions of knowledge and art, and opening their minds to diverse potentials. This study concerns the ways that music teachers develop such pedagogical pillars across their lives and careers. I selected a constructivist grounded theory methodology to examine music teacher development as a complex, detailed process. D…
Techno-Political Promises of Pandemic Management: A Situation of Apps and Excel in Public Health
This article considers the politics and practicalities of responding to the COVID crisis with ‘an app for that’. It shows how seductive solutionism in times of crisis created political impetus to direct the public health response to contact tracing through Contact Tracing Apps (CTA). Rather than focus on user-based concerns (uptake, privacy, etc.), we’ve investigated how apps interface with complex systems and infrastructures of public health. Ou…
Norm-disruptive learning and music teacher competency development: A thematic synthesis
With an aim to inform pedagogical processes for the development of more diverse and equitable music teaching practice, we sought to uncover the nature of norm-disruptive learning for music teachers. We defined “norm-disruptive learning” as any facet of music teacher development that problematizes and expands beyond previously known philosophies, pedagogies, and repertoires. A thematic synthesis methodology was used to consolidate qualitative rese…
A Grounded Theory of Culturally Responsible Music Teaching
The purpose of this study was to examine the nature of culturally responsible music teaching (CRMT) from the perspective of U.S. music teachers working in various formal settings. “Cultural responsibility” is an emergent concept regarding teaching and learning that (a) connects with students’ cultural frames and lived experiences, (b) empowers students in their own construction of knowledge and art, and (c) opens students to multiple viewpoints a…
Collaborative untangling of positionality, ownership, and answerability as white researchers in indigenous spaces
Decentering whiteness and decolonizing educational research is not a simple matter for researchers who may (initially) be unaware of their social locations. This paper begins by describing the three authors’ individual work within indigenous populations and subsequently explores the impact of their critical journey together as a community of scholars working to decolonize their research practice. Following an overview of their individual stories,…
Tackling student drinking within the drinking subculture of a university sports competition: A culture change approach
Purpose This paper explores the impact of a suite of alcohol culture change interventions implemented by Deakin University in Melbourne, Australia. The interventions were designed to change the alcohol culture at a bi-annual nation-wide university multi-sport competition known as Uni Nationals. This study aims to understand the critical success factors of the alcohol culture change initiatives that were developed by the university and implemented…
I look forward to teaching
A Grounded Theory of Culturally Responsible Music Teaching
The purpose of this study was to examine the nature of culturally responsible music teaching (CRMT) from the perspective of U.S. music teachers working in various formal settings. “Cultural responsibility” is an emergent concept regarding teaching and learning that (a) connects with students’ cultural frames and lived experiences, (b) empowers students in their own construction of knowledge and art, and (c) opens students to multiple viewpoints a…
I look forward to teaching
Tackling student drinking within the drinking subculture of a university sports competition: A culture change approach
Purpose This paper explores the impact of a suite of alcohol culture change interventions implemented by Deakin University in Melbourne, Australia. The interventions were designed to change the alcohol culture at a bi-annual nation-wide university multi-sport competition known as Uni Nationals. This study aims to understand the critical success factors of the alcohol culture change initiatives that were developed by the university and implemented…
Collaborative untangling of positionality, ownership, and answerability as white researchers in indigenous spaces
Decentering whiteness and decolonizing educational research is not a simple matter for researchers who may (initially) be unaware of their social locations. This paper begins by describing the three authors’ individual work within indigenous populations and subsequently explores the impact of their critical journey together as a community of scholars working to decolonize their research practice. Following an overview of their individual stories,…
Techno-Political Promises of Pandemic Management: A Situation of Apps and Excel in Public Health
This article considers the politics and practicalities of responding to the COVID crisis with ‘an app for that’. It shows how seductive solutionism in times of crisis created political impetus to direct the public health response to contact tracing through Contact Tracing Apps (CTA). Rather than focus on user-based concerns (uptake, privacy, etc.), we’ve investigated how apps interface with complex systems and infrastructures of public health. Ou…
Norm-disruptive learning and music teacher competency development: A thematic synthesis
With an aim to inform pedagogical processes for the development of more diverse and equitable music teaching practice, we sought to uncover the nature of norm-disruptive learning for music teachers. We defined “norm-disruptive learning” as any facet of music teacher development that problematizes and expands beyond previously known philosophies, pedagogies, and repertoires. A thematic synthesis methodology was used to consolidate qualitative rese…
A Grounded Theory of Culturally Responsible Music Teaching
The purpose of this study was to examine the nature of culturally responsible music teaching (CRMT) from the perspective of U.S. music teachers working in various formal settings. “Cultural responsibility” is an emergent concept regarding teaching and learning that (a) connects with students’ cultural frames and lived experiences, (b) empowers students in their own construction of knowledge and art, and (c) opens students to multiple viewpoints a…
There’s (not) an App for that: Situating smartphones, Excel and the techno-political interfaces and infrastructures of digital solutions for Covid-19
This paper focuses on the operational-infrastructural puzzles of mHealth via COVID-19 Contact Tracing Apps (CTA). Significant literature exists on user adoption of the platformisation of public health during the pandemic, but there has been limited consideration of how those responsible for implementing CTA design, deployment, and use of public health infrastructures did so. We redress this imbalance by exploring some of the politics and practica…
Becoming a Culturally Responsible Music Teacher: A Grounded Theory
Culturally responsible music teaching refers to practices of meaningfully connecting with students, engaging them in their own constructions of knowledge and art, and opening their minds to diverse potentials. This study concerns the ways that music teachers develop such pedagogical pillars across their lives and careers. I selected a constructivist grounded theory methodology to examine music teacher development as a complex, detailed process. D…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Diverse Music Education Insights (3 works) · Mathematics education (3 works) · Medicine (3 works) · Music education (3 works) · Political science (3 works) · Qualitative research (3 works) · Social science (3 works)