Tunne- ja turvataidot musiikin korkeakouluopinnoissa ja epäasiallisen käytöksen ennaltaehkäisyssä

Abstrakti

In this article I examine how the prevention of sexual misconduct and emotional abuse could be advanced in higher music education by supporting young musicians and their ability to recognise their own boundaries

and those of others, regulate their emotions and actions, identify and articulate uncomfortable situations, seek help for themselves and others, question harmful practices and norms, and practise respectful and ­reciprocal interaction in both social and sexual encounters. By drawing on socio-emotional skills and consent training, I suggest ”emotional and safety skills” as a concept to be taught in higher music education. Following earlier work on consent training, I emphasise the importance of understanding consent, safety, and bodily autonomy as inherent components of pedagogical and interpersonal practices. I propose ways of supporting musicians’ empowerment and responsible (sexual) agency over the long term by integrating socio-emotional skills and the principles of consent education into student‑centred and norm‑critical pedagogy, courses in music history and theory, courses on instrumental and vocal pedagogy, and courses related to career skills and communication. In addition, I offer several practical examples of how these skills could be strengthened in different types of classes.