Endangered musical heritage as a wicked problem

The issue of the widespread decline and loss of musical heritage has recently found increasing prominence in ethnomusicological discourse, and many applied projects from grassroots to international levels strive to support genres perceived to be under threat. Much recent literature on the subject features rhetoric that draws on metaphors from ecology, including, for example, the ideas of music ‘ecosystems’, ‘endangerment’ and ‘sustainability’. Offering an alternative (though not contradictory) perspective, I here characterise the widespread loss of musical heritage as a ‘wicked problem’– one with complex interdependencies, uncertainties and conflicting stakeholder perspectives, which defies resolution more than some of the ecological metaphors arguably imply. By drawing on theoretical notions of ‘wickedness’ from social policy planning and other areas, I aim to bring interdisciplinary insights to the discussion of strategies to mitigate the global threat to music as intangible cultural heritage. Offering three ‘stories’ about the problem of music genres ‘at risk’ and critiquing each of these stories against the theory of wicked problems, I explore the implications of this conceptualisation for heritage scholars, music researchers, policy-makers and other cultural stakeholders, in terms of moving us closer to realising effective, resilient and innovative approaches to the problem at hand.     

Where the heart is: home space transitions for residential college students

Home and the transition to adulthood are related temporal and spatial constructs. Building upon Kenyon’s [1999. “A home from home: Students’ transitional experience of home.” In Ideal homes? Social change and domestic life, edited by T. Chapman, 84–95. New York: Routledge] categorization of physical, social, personal, and temporal elements of home for college students, we analyze survey responses from 256 students at a 4-year U.S. residential college in order to uncover how perceptions of home-like spaces change as students move from pre-college homes, through on- and off-campus home spaces, and toward imagined future homes. Our quantitative findings show that the four home elements matter differently across time and type of home, supported by qualitative findings wherein students articulate how they conceptualize similarities and differences between the different home spaces. This study adds to ongoing conceptualizations of the transition to adulthood as placed (for four-year residential college students especially), and as fluid and multilayered in terms of social actors’ views of their past, present, and imagined future homes and accompanying identity transitions.