The Routledge Handbook to Sociology of Music Education (Routledge Music Handbooks)

Cover
Half Title
Title Page
Copyright Page
Contents
List of Figures
List of Tables
List of Contributors
Acknowledgements
Foreword
Introduction
	What is the sociology of music education?
	Origins
	The field of sociology of music education in the twenty-first century
		Key concepts
	Volume overview
		Section I: Post-structuralism, globalisation, internationalisation, post-colonialism
		Section II: Capital, class, status and social reproduction
		Section III: Crossing borders - problematising assumptions
	Note
	References
Part I: Post-structuralism, Globalisation, Internationalisation, Post-colonialism
Introduction
	References
1. Music education and the colonial project: Stumbling toward anti-colonial music education
	Introduction
	Defining colonialism, imperialism, coloniality, indigeneity, and the colonial project
	Positionality
	Music education: an important player in the colonial project
		Western classical music education across global contexts
		Western ethnocentrism as cognitive imperialism
		Music education as a civilising project
		Musical tourism: mastery and simplification
		Representation, mastery, dehumanisation, and erasure
		Summary
	Anti-colonialism: a crucial theoretical framework to address the coloniality of music education
		Understanding the effects of colonial and re-colonial relations on knowledge production
		Honoring Indigeneity and creating space for multiple epistemologies
		Prioritising resistance and linking resistance with identity politics
		Emphasising agency
		Facilitating an analysis of power
		Centering positionality
		Summary
	Resisting coloniality in music education through anti-colonialism
		Western classical music education across global contexts
		Western ethnocentrism as cognitive imperialism
		Music education as civilising project
		Musical tourism: mastery and simplification
		Representation, mastery, dehumanisation, and erasure
		Summary
	Moving forward: stumbling toward anti-colonial music education
	Reflective questions
	Notes
	References
2. Sociological perspectives on internationalisation and music education
	Introduction
	What is internationalisation?
	Internationalising music education
	The global music education community
	Conclusion
	Reflective questions
	Notes
	References
3. Challenges of the post-colonisation process in Hong Kong Schools: In search of balanced approaches to the learning and teaching of Putonghua songs
	Overview
	Post-colonisation: Decolonisation, neocolonisation and recolonisation
	The use of Putonghua in Hong Kong
	Learning and teaching Putonghua songs in Hong Kong
	Curriculum design of Putonghua songs and pedagogical philosophy
	Methods and procedures
	Discussion
	National identity and nationalisation
	Hegemony, resistance and depoliticization in music education
	Self-censorship in music education
	Cultural perceptions in formal and informal learning
	Reflective questions
	Note
	References
4. Habitual play: Body, cultural sacredness, and professional dilemmas in classical musician education
	Introduction
	Habitus, cultural capital, and field placement in instrumental teaching
	Methodology
	The bodily realm as a basis for instilling a musician\'s habitus in an apprenticeship setting
	\'Ritual acts of sacrilege\' and the construction of an elitist mindset in instrumental lessons
	Tensions and dilemmas: teachers\' status and positions in the field
	Closing comments
	Reflective questions
	Notes
	References
5. Toward a sociology of music education informed by Indigenous perspectives
	Introduction
	Changes in sociology\'s approach to Indigenous peoples
	Terminological distinctions
		Society
		Relationship
		Reciprocity
		Identity
		Agency
	Syncretic understandings of sociological terms and their implications for music education practice and sociology of music education research
		Implications for music education practice
		Implications for sociology of music education research
	Funding
	Reflective questions
	Notes
	References
6. Nation, memory, and music education in the Republic of Turkey: A hegemonic analysis
	Introduction
	Culture, civilisation, and Turkishness
	Musical reform through coercion and consent: institutions, repertoire, and pedagogy
	1950-2000: the decline of Kemalist hegemony
	Literacy and orality in Turkish music education: tradition, process, and duty memory
	Pluralism or protectionism: where next for Turkish music education?
	Reflective questions
	References
7. In search of a potentially humanising music education: Reflections on practices at two Brazilian universities
	Introduction: universities in dehumanising neoliberal times
	Paulo Freire\'s humanising education enabling \'powerful knowledge\'
	Alternative music pedagogies: empowering teacher and student
	Music workshops within Programa Escola Integrada (PEI)
	Searching for my own humanisation
	Final thoughts
	Reflective questions
	References
8. Questioning convergences between neoliberal policies, politics, and informal music pedagogy in Australia
	Introduction
	Background to the study
	Methodological framework
	Musical Futures migrates South
	Questioning the elephant in the (band)room
		Transforming student learning or impacting teachers\' work?
		Which \'real\'-world learning?
	Looking to future actions
	Concluding remarks
	Reflective questions
	References
9. Socio-cultural background and teacher education in Chile: Understanding the musical repertoires of music teachers of Chile
	Introduction
	Theoretical basis
	Musical repertoires: a sociological gaze
	Towards a taxonomy of classification of musical repertoires
	Music teacher education in Chile
	Historical evolution of music teacher education programs (MTEP), 1969-2010
	Repertoires of music teachers of Chile
	Patterns of musical genres
	Repertoires of university education
	Repertoires in university education and training periods
	Conclusions
	Reflective questions
	Notes
	References
10. Jump up, wine, and wave: Soca music, social identity, and symbolic boundaries in Grenada, West Indies
	Introduction
	Soca music in Grenada
	Inter-sonic and delineated meaning in music
	Inter-sonic and delineated meanings in Grenadian soca music
	Symbolic boundaries enacted by soca music
	Boundaries, boundary crossing, and music education
	Conclusion
	Reflective questions
	Notes
	References
	Part II: Capital, Class, Status and Social Reproduction
Introduction
	References
11. Music education as qualification, socialisation, and subjectification?
	Introduction
	Biesta\'s multidimensional concept of education
	Biesta\'s impact on (and potential for) music education
	Biesta and Rancière: anti-sociology and its limitations
	A multidimensional approach to the sociology of music education
	Reflective questions
	Note
	References
12. Fish out of water? Musical backgrounds, cultural capital, and social class in higher music education
	Introduction
	Examining musical enculturation through the lens of Bourdieu
	Bourdieu\'s concepts of field, habitus, and cultural capital
		The structural principles and practices of habitus
	Research design
	Habitus, cultural capital and musical pathways
		Students\' formal music education
		Parental influence and encouragement
		Access and opportunity
	The social reproduction of musical habitus and capital
		Like a fish in water?
	Discussion and conclusion
	Reflective questions
	References
13. A field divided: How Legitimation Code Theory reveals problems impacting the growth of school music education
	Introduction
	Legitimation Code Theory (LCT)
	Methodology
	Part 1: Historic review of New South Wales\' curriculum and practice
	PART 2: The \'Barock\' music project classroom case study
		The participants
		Phase 1: weeks 1-5
		Phase 2: weeks 6-7
		Phase 3: weeks 8-10
	Discussion and conclusions: Code shifts and legitimacy in the classroom
	Reflective questions
	Notes
	References
14. Music and the social imaginaries of young people
	Social imaginaries
	Tweenagers
	Tween spaces: online and offline
	Creating the imaginary
	Sharing the imaginary
	Living the imaginary
	Conclusion
	Reflective questions
	Notes
	References
15. Doublespeak in higher music education in England: Culture, marketisation, and democracy
	Introduction
	Culture as high culture
	Higher education for low culture
	Consumerism and commodification
	Reconciliation and the possible affordances of punk
	Reflective questions
	References
16. Multiple hierarchies as change-innovation strategy: Ambivalence as policy framing at the New World Symphony
	Introduction
	The context and data sources
	Ambivalence and fixity: framing the orchestral social space
		From ready recognition to process
	Community work as an institutional change indicator
	Mapping out contending spaces for action
	Mapping out multiple ways of being: musician/teacher/cultural worker
	Locating historical positions today
	What can music education learn from the orchestral social space: a conclusion
	Reflective questions
	Notes
	References
17. Neoliberalism as political rationality: A call for heretics
	What is neoliberalism?
	The political rationality of neoliberalism
	Neoliberalism and education
	Technical rationality and processes of disenchantment
	Ritual rationality and processes of re-enchantment
	Technical and ritual rationalities: two versions of instrumental reason
	Reflective questions
	Notes
	References
18. Mobilising capitals in the creative industries: An investigation of emotional and professional capital in women creatives navigating boundaryless careers
	Introduction
	Clarifying Bourdieu\'s approach to capital
		Conceptual expansions of capital: emotional and professional capital
	Gender, bias, and the creative industries
	The study: the method
		Introducing the participants and sampling criteria
	Introducing the case studies
		Case study 1 - Mira Calix
		Case study 2 - Kate Stone
	Discussion
	Conclusion
	Reflective questions
	Acknowledgements
	Notes
	References
	Appendix 1. Summarised configuration of creative work across sectors for Kate Stone and Mira Calix
19. Curriculum and assessment in the secondary school in England: The sociology of musical status
	Introduction
		Knowledge and its value
	Music education in England
		Music education in the lower secondary school
		Curriculum values
		Washback
	What is there to learn in classroom music?
	The place of assessment
	Conclusion
	Reflective questions
	References
20. Structure and agency in music education
	Introduction
	Structure and agency: the concept of structuration
	A framework for understanding teacher agency
		Iterational
		The projective dimension
		Practical-evaluative
		The framework and structural binds
	Discourses as structural binds: the case of Western art music
	The agentic music teacher
		Critical pedagogy and musicology
	Conclusion
	Reflective questions
	References
21. The hidden curriculum in higher music education
	Introduction
	The meaning of \'hidden\'
	Curriculum
	Higher music education
	Hidden in plain sight
	Yet to be discovered
	Revealed to some, hidden for others
	Final considerations
	Reflective questions
	Notes
	References
22. Countering anomie and alienation: Music education as remix and life-hack
	Introduction
	Youth, anomie, alienation, and music: Plan B
	Anomie, alienation, remix, and life-hack
		Anomie
		Anomie
		Anomie strain
	Music education as remix and life-hack
	Conclusion
	Reflective questions
	Notes
	References
Part III:  Crossing borders - problematising assumptions
Introduction
	Notes
	References
23. Art-music-pedagogy: A view from a geopolitical cauldron
	Reflective questions
	Notes
	References
24. Music education, genderfication, and symbolic violence
	Introduction
	The Kabyle household and its naturalised forms of power
	The applicability of Bourdieu\'s understanding of gender domination
	Genderfication as symbolic violence in the higher music education household
	Conclusion
	Reflective questions
	Notes
	References
25. Reading Audre Lorde: Black lesbian feminist disidentifications in canonical sociology of music education
	Introduction
	Queer of color analysis
	Narratives of founding US public school music education and antebellum Boston
	The house of difference
	Conclusion
	Reflective questions
	Notes
	References
26. Engaging contemporary ideas of community music through historical sociology
	Historical sociology as critical history
	The socialising work of \'good music\' in settlement music schools
	Conclusion
	Reflective questions
	Notes
	References
27. Cage(D): Creativity and \'the contemporary\' in music education - a sociological view
	Introduction
	Fragments of a history
	Creating a framework for legitimation: origins, constructs, and contradictions
		1. The invisible authority of universalism: compose-ing the young
		2. The invisible authority of egalitarian creativity
		3. The invisible authority of \'the contemporary\'
	Concluding remarks
	Reflective questions
	Notes
	References
28. Towards a music education for maturing, never arriving
	Introduction
	Marginalisation
	Young children and the sociology of music education
	Challenging developmental definitions
	An alternative view
	Feminised workforce
	Conclusion
	Reflective questions
	References
29. From parallel musical identities to cultural omnivorousness and back: Strategies and functions of multi-layered musical conduct
	Introduction
	Multi-layered musical conduct: why and how do we engage in it?
	Parallel musical identities and the narrative construction of selves: music as/for self-constitution
	Musical agency and the multiple repertoires of conduct: music as/for action
	Cultural omnivorousness and the workings of musical gentrification: Music as/for distinction
	Concluding remarks
	Reflective questions
	Note
	References
30. Hunka, hunka burning love: Vernacular music education
	Introduction
	Rationale and literature review
	Research objectives
	Methodology
	Participant cameos
		Reverend Matt Martin
		Norm Ackland Sr.
		Tim \"E\" Hendry
		Matt Cage
	Discussion
		Enamored from an early age
		Family support
		Role of public support and wider community
		Gaining proficiency
		Sense of good fortune and appreciation
		Elvis as a platform for larger life goals and dreams
		Social media: learning, connection, and identity formation
	Conclusion
	Reflective questions
	References
	Appendix 1. Questioning for Elvis impersonators
	Appendix 2. Websites associated with Elvis tribute artists
31. Challenges in music and inclusive education: Diversity, musical canon and trialectic contract
	Introduction
	Inclusion in educational contexts through a musical canon
	Inclusion of student perspectives in music education
	Complexities of a trialectic relationship
	Inclusive learning in practice
	When family and school norms conflict
	Music as a possibility for interpersonal action
	Conclusion
	Reflective questions
	References
32. Collaborative video logs: Virtual communities of practice and aliveness in the music classroom
	Introduction
	A sociological framework for situated learning within communities of practice
	YouTube research and collaborative vlogging
	The collaborative vlogging projects
	Method of inquiry: Looking at CVLs in various music courses
	Analysis of data
	Results: students\' reflections of CVLs within college music courses
		Designing a collaborative vlog
		Participating within a collaborative vlog
		Developing perspectives through collaborative vlogging
	Conclusions, implications, and suggestions for the future
	Reflective questions
	References
33. Digital sociology, music learning, and online communities of practice
	Introduction
	Digital sociology
	Digital anthropology
	Online Ethnography
	Towards typologies: musical online communities of practice
	Music educators networks
	Pre-service and novice music teachers
	Vocal ensembles
	Higher-learning institutions
	Conclusion
	Reflective questions
	References
34. The creative youth club: Double features of organic music education in a post-industrial city
	Introduction
	Introducing RGRA
	Analytical themes
		The youth association as a springboard and/or fertile soil
		The association as an arena for promoting \'good character\' from within and/or disciplining from above
		Branding the city and/or using the association as a correction strategy
	Concluding discussion
	Reflective questions
	Note
	References
35. Intergenerational transmission of music listenership values in five US families: Music listening guidelines and sociolinguistic analysis
	Introduction
	Study background and participants
	Sociolinguistics and family scripts
	Sociolinguistic terminology
		Discourse community
		Register
		Taboo
		Age-grading and age appropriateness
	Responding to guidelines
	Conclusion
	Reflective questions
	References
36. Engagement and agency in music education across the lifespan
	Introduction
	Why does lifelong musicking matter?
	Theoretical framework
	Agency and engagement
		Agency
		Responsibility
		Reflexive awareness
		Individual and collective agency
		Karlsen and musical agency
	Engagement
	The role of the program facilitator
	The role of context
	Exploring the relationship: musical agency and engagement
	Engagement and agency across the lifespan
	Methodology
	Findings
		Themes of engagement
	Themes related to agency
		The will to act
		The ability to act
		The power to act
	Findings related to the relationship between engagement and agency
	Conclusion
	Reflective questions
	References
Index