Publications

SCHOLARLY INTERESTS

Intersections of dialogical musical spaces, youth-led conflict transformation, curricula & equity, critical pedagogies, teacher education, multimodal scholarship, and action research from the grassroots to academia.

Dissertation

Gottesman-Solomon, S. (2024). Feedback Loops of Disruption and Growth in Israeli and Palestinian Music Education-Encounter Dialogue Spaces (Doctoral dissertation, Teachers College, Columbia University).

Journal Articles

• Newhouse, K. S., Cheng Stahl, C. Y., Gottesman‐Solomon, S., Oliver, K. M., & Von Joo, L. (2023). The mess in the middle: Portraying the unrecorded purposeful labors of care that emerge throughout multimodal ethnographic methods and researcher peer support. Anthropology & Education Quarterly.
• Gottesman, S. Keyword: Dialogue. Special edition in music and peacebuilding in Music and Arts in Action Journal and The Min-On Music Research Institute.
• Gottesman, S. (2017). On Nationalism, Pluralism, and Educators Actively Questioning Our Identities. Journal of Critical Thought and Praxis, 6(2), 7.

          Translations in Arabic and Hebrew: 

حول القومية والتعددية وتساؤل المربّين الحثيث عن هويّاتنا الثقافية

על נציונליזם, פלורליזם, וחקירה פעילה של מחנכים את זהותנו

• Gottesman, S. (2016, November). Hear and Be Heard: Learning With and Through Music as a Dialogical Space for Co-Creating Youth Led Conflict Transformation. In Voices: A World Forum for Music Therapy (Vol. 17, No. 1).

Book Chapter

Gottesman, S. (2018). Dialogical musical spaces: Raising youth critical consciousness in equalizing intergroup settings. In, Critical articulations of hope from the margins of arts education. Routledge Education: New York.

Multimodal Scholarship Publications:

Gottesman, S. (2023, April 1). On the way בדרך ع الطريق. Screening Scholarship Media Festival Conference.

Details: In this audio composition, I explore how language learning, when embodied, cultural, affective, and experiential in the pursuit for belonging and justice, is unfinished. It is a “work in progress” of becoming. Sister and now ancestor bell hooks beckons us to think about how the language we choose “is also a place of struggle” (hooks, 1989, p. 15). Lyrics and poetry – words – can be resistance work. Much of how language learning is unfinished and a “work in progress,” so is anticolonial work. In the context of Israel – Palestine, where there is conflict, Occupation and Apartheid, there is an asymmetry of power dynamics present in the knowing and speaking of Arabic and Hebrew, two interconnected languages of the same language family. I ask what does it mean to create with Arabic and Hebrew, even if in-process? What power do they have together when doing research? Or in other words, in sharing knowledge, challenging power imbalances, and seeking justice? I attempt to show how this becoming is not just about language, but how connections of narratives, collective memories, and affect are made through language. Working towards equality and justice within Arabic and Hebrew as “a practice of plurality” (Vázquez, 2011) while still “in-process” is not always comfortable. And yet, being “in-process” suggests political movements, “alternative ways of being” (Greene, 1988) that may generate a more just, shared future.

Currie, R., Chalcraft, J., Boswall, K., Gottesman, S., & Higgins, L. (2021). MOVE 2012–2020: an evaluation of the design, development and direction of the MOVE. https://www.yorksj.ac.uk/research/international-centre-for-community-music/projects/#MOVE

Gottesman, S. (Host). (2021, November 23). Sound Capsule 2020: Loops and samples, presence and collective memories, creativity and remixing multiplicities in music education (Season 4, Episode 4) [Audio podcast episode]. In MASC Lab Podcast. Teachers College, Columbia University. https://on.soundcloud.com/5r3Af