The Routledge Handbook to Sociology of Music Education

Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos, Patrick Schmidt, Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos, Patrick Schmidt

• Publisher: Routledge
• Year: 2021
• eBook ISBN: 9780429997495
• Edition: 1
• Topic: Media & Performing Arts
• Subtopic: Music

The Routledge Handbook to Sociology of Music Education is a comprehensive, authoritative and state-of-the-art review of current research in the field. The opening introduction orients the reader to the field, highlights recent developments, and draws together concepts and research methods to be covered. The chapters that follow are written by respected, experienced experts on key issues in their area of specialisation. From separate beginnings in the United States, Europe, and the United Kingdom in the mid-twentieth century, the field of the sociology of music education has and continues to experience rapid and global development. It could be argued that this Handbook marks its coming of age. The Handbook is dedicated to the exclusive and explicit application of sociological constructs and theories to issues such as globalisation, immigration, post-colonialism, inter-generational musicking, socialisation, inclusion, exclusion, hegemony, symbolic violence, and popular culture. Contexts range from formal compulsory schooling to non-formal communal environments to informal music making and listening. The Handbook is aimed at graduate students, researchers and professionals, but will also be a useful text for undergraduate students in music, education, and cultural studies.

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• List of Figures
• List of Tables
• List of Contributors
• Acknowledgements
• Foreword
• Introduction
• Part I: Post-structuralism, Globalisation, Internationalisation, Post-colonialism
• Introduction
• 1. Music education and the colonial project: Stumbling toward anti-colonial music education
• 2. Sociological perspectives on internationalisation and music education
• 3. Challenges of the post-colonisation process in Hong Kong Schools: In search of balanced approaches to the learning and teaching of Putonghua songs
• 4. Habitual play: Body, cultural sacredness, and professional dilemmas in classical musician education
• 5. Toward a sociology of music education informed by Indigenous perspectives
• 6. Nation, memory, and music education in the Republic of Turkey: A hegemonic analysis
• 7. In search of a potentially humanising music education: Reflections on practices at two Brazilian universities
• 8. Questioning convergences between neoliberal policies, politics, and informal music pedagogy in Australia
• 9. Socio-cultural background and teacher education in Chile: Understanding the musical repertoires of music teachers of Chile
• 10. Jump up, wine, and wave: Soca music, social identity, and symbolic boundaries in Grenada, West Indies
• Part II: Capital, Class, Status and Social Reproduction
• Introduction
• 11. Music education as qualification, socialisation, and subjectification?
• 12. Fish out of water? Musical backgrounds, cultural capital, and social class in higher music education
• 13. A field divided: How Legitimation Code Theory reveals problems impacting the growth of school music education
• 14. Music and the social imaginaries of young people
• 15. Doublespeak in higher music education in England: Culture, marketisation, and democracy
• 16. Multiple hierarchies as change-innovation strategy: Ambivalence as policy framing at the New World Symphony
• 17. Neoliberalism as political rationality: A call for heretics
• 18. Mobilising capitals in the creative industries: An investigation of emotional and professional capital in women creatives navigating boundaryless careers
• 19. Curriculum and assessment in the secondary school in England: The sociology of musical status
• 20. Structure and agency in music education
• 21. The hidden curriculum in higher music education
• 22. Countering anomie and alienation: Music education as remix and life-hack
• Part III: Crossing borders - problematising assumptions
• Introduction
• 23. Art-music-pedagogy: A view from a geopolitical cauldron
• 24. Music education, genderfication, and symbolic violence
• 25. Reading Audre Lorde: Black lesbian feminist disidentifications in canonical sociology of music education
• 26. Engaging contemporary ideas of community music through historical sociology
• 27. Cage(D): Creativity and 'the contemporary' in music education - a sociological view
• 28. Towards a music education for maturing, never arriving
• 29. From parallel musical identities to cultural omnivorousness and back: Strategies and functions of multi-layered musical conduct
• 30. Hunka, hunka burning love: Vernacular music education
• 31. Challenges in music and inclusive education: Diversity, musical canon and trialectic contract
• 32. Collaborative video logs: Virtual communities of practice and aliveness in the music classroom
• 33. Digital sociology, music learning, and online communities of practice
• 34. The creative youth club: Double features of organic music education in a post-industrial city
• 35. Intergenerational transmission of music listenership values in five US families: Music listening guidelines and sociolinguistic analysis
• 36. Engagement and agency in music education across the lifespan
• Index