Eva Georgii-Hemming
Biographic Data
| ID | 6696392 |
|---|---|
| NAME | Eva Georgii-Hemming |
| GIVEN NAMES | Eva |
| FAMILY NAME | Georgii-Hemming |
| SIGNATURE | GEORGII-HEMMING E |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-3758-7541 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Relations Matter
Like broader society, the ways people engage with and interact around music are profoundly influenced by power relations. Inequities related to social categories such as class, gender, age, race, and ethnicity permeate all aspects of music—be it education, creation, or consumption. Furthermore, norms and expectations tied to specific places, genres, educational settings, and professional domains often create barriers to participation and freedom …
Research on power in musical practices and institutions
Despite extensive research on inequalities in music, it remains unclear how power is conceptualised and analysed within musical contexts. The purpose of this study is to explore contemporary academic research on power in musical practices and institutions. Through a scoping literature review of peer-reviewed articles published between 2013 and 2023, the study examines how inequalities in music are framed and explored. Our findings reveal a strong…
Reflection in higher music education
Reflective practice is seen as a method for professional growth and lasting learning outcomes, but what this means in the context of Higher Music Education (HME) has not received sufficient attention. This paper explores how reflection is ontologised and justified as part of performing musicians' education. The data utilised derive from a comprehensive project investigating how processes of academisation affect HME across Europe. Findings from th…
No prominent works on this page.
Reflection in higher music education
Reflective practice is seen as a method for professional growth and lasting learning outcomes, but what this means in the context of Higher Music Education (HME) has not received sufficient attention. This paper explores how reflection is ontologised and justified as part of performing musicians' education. The data utilised derive from a comprehensive project investigating how processes of academisation affect HME across Europe. Findings from th…
Research on power in musical practices and institutions
Despite extensive research on inequalities in music, it remains unclear how power is conceptualised and analysed within musical contexts. The purpose of this study is to explore contemporary academic research on power in musical practices and institutions. Through a scoping literature review of peer-reviewed articles published between 2013 and 2023, the study examines how inequalities in music are framed and explored. Our findings reveal a strong…
Relations Matter
Like broader society, the ways people engage with and interact around music are profoundly influenced by power relations. Inequities related to social categories such as class, gender, age, race, and ethnicity permeate all aspects of music—be it education, creation, or consumption. Furthermore, norms and expectations tied to specific places, genres, educational settings, and professional domains often create barriers to participation and freedom …
Diverse Music Education Insights (3 works) · Music education (2 works) · Musical (2 works) · Power (physics (2 works) · Art (1 work) · Cognition (1 work) · Communication (1 work) · Computer Science (1 work) · Diverse Musicological Studies (1 work) · Diversity (politics (1 work)