This paper plays with education through the analogy of karaoke to tease out the instructions of a situated educational practice. Here, Cremin's conceptualization of education as a deliberate, systematic and sustained effort is employed as a starting point to enable an understanding of educational practice between members elicited by karaoke. Using Garfinkel's ethnomethodological framework, the paper investigates modes of education through karaoke practice as part of the "live" narrative, that of instructing and being instructed with the "curriculum" of the event at hand.

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Keywords Cremin, Garfinkel, education, educational theory, ethnomethodology, instruction, karaoke singing, metaphor, schooling, situated practice, social learning
Persistent URL dx.doi.org/10.1111/j.1469-5812.2008.00434.x, hdl.handle.net/1765/34978
Citation
Arora, P.A. (2010). Perspectives of Schooling through Karaoke: A Metaphorical Analysis. Educational Philosophy and Theory, 42(8), 846–866. doi:10.1111/j.1469-5812.2008.00434.x