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
Post-structuralism, Globalisation, Internationalisation, Post-colonialism
Introduction: Patrick Schmidt, Section Editor.
- Music Education and the Colonial Project: Stumbling Toward Anti-Colonial Music Education. Juliet Hess
- Sociological Perspectives on Internationalisation and Music Education. Alexandra Kertz-Welzel.
- Challenges of the Post-colonisation Process in Hong Kong Schools: In Search of Balanced Approaches to the Learning and Teaching of Putonghua Songs. Ti-Wei Chen.
- Habitual Play: Body, Cultural Sacredness and Professional Dilemmas in Classical Musician Education. Dan Sagiv and Yael (Yali) Nativ.
- Toward a Sociology of Music Education Informed by Indigenous Perspectives. Anita Prest and J. Scott Goble
- Nation, Memory and Music Education in the Republic of Turkey: A Hegemonic Analysis. Tom Parkinson and Olcay Muslu Gardner.
- In Search of a Potentially Humanising Music Education: Reflections on Practices at Two Brazilian Universities. Flavia Narita and Heloisa Feichas.
- Questioning Convergences Between Neoliberal Policies, Politics and Informal Music Pedagogy in Australia. Clare Hall, Renée Crawford and Louise Jenkins.
- Sociocultural Background and Teacher Education in Chile: Understanding the Musical Repertoires of Music Teachers of Chile Carlos Poblete Lagos.
- Jump Up, Wine, and Wave: Soca Music, Social Identity, and Symbolic Boundaries in Grenada, West Indies. Danielle Sirek.
- Music Education as Qualification, Socialisation and Subjectification? Petter Dyndahl.
- Fish Out of Water? Musical Backgrounds, Cultural Capital and Social Class In Higher Music Education. Gwen Moore, Mary Immaculate College, Ireland.
- A Field Divided: How Legitimation Code Theory Reveals Problems Impacting the Growth of School Music Education. Christine Carroll.
- Music and the Social Imaginaries of Young People. Athena Lill.
- Doublespeak in Higher Music Education in England: Culture, Marketization and Democracy. Gareth Dylan Smith.
- Multiple Hierarchies as Change-Innovation Strategy: Ambivalence as Policy Framing at the New World Symphony. Patrick Schmidt, Western University.
- Neoliberalism as Political Rationality: A Call for Heretics. Øivind Varkøy.
- Mobilising Capitals in The Creative Industries: An Investigation of Emotional and Professional Capital in Women Creatives Navigating Boundaryless Careers. Pamela Burnard and Garth Stahl.
- Curriculum and Assessment in the Secondary School in England – The Sociology of Musical Status. Martin Fautley, Birmingham City University, England
- Structure and Agency in Music Education. Chris Philpott and Gary Spruce.
- The Hidden Curriculum in Higher Music Education. Geir Johansen.
- Countering Anomie and Alienation: Music Education as Remix and Life-Hack. Ruth Wright
- Art-Music-Pedagogy: A View from a Geopolitical Cauldron. Marion Haak-Schulenburg and Felicity Laurence
- Music Education, Genderfication and Symbolic Violence Siw Graabræk Nielsen and Petter Dyndahl
- Reading Audre Lorde: Black Lesbian Feminist Disidentifications in Canonical Sociology of Music Education. Elizabeth Gould
- Engaging Contemporary Ideas of Community Music Through Historical Sociology. Deanna Yerichuk
- Cage(D): Creativity and ‘The Contemporary’ in Music Education — A Sociological View. Panagiotis A. Kanellopoulos
- Towards a Music Education for Maturing, Never Arriving. Susan Young
- From Parallel Musical Identities to Cultural Omnivorousness and Back: Strategies and Functions of Multi-Layered Musical Conduct. Sidsel Karlsen
- "Hunka, Hunka Burning Love": Vernacular Adult Music Education. Kari K Veblen and Stephanie Horsley
- Challenges in music and inclusive education: Diversity, musical canon and trialectic contract. Ylva Hofvander Trulsson.
- Collaborative Video Logs: Virtual Communities of Practice and Aliveness in the Music Classroom. Christopher Cayari
- Digital Sociology, Music Learning and Online Communities of Practice. Kari K.Veblen and Janice L. Waldron
- Pedagogy of Trust in the Creative Youth Club – organic music education that makes a difference in a post-industrial city. Johan Söderman
- Intergenerational Transmission of Music Listenership Values in Five US Families: Music Listening Guidelines and Sociolinguistic Analysis. Jillian L. Bracken
- Engagement and Agency in Music Education Across the Lifespan. Jennifer Lang
Capital, Class, Status and Social Reproduction
Introduction: Geir Johansen, Section Editor.
Crossing Borders - Problematising Assumptions
Introduction, Panagiotis A. Kanellopoulos, Section Editor.
Ruth Wright is professor of music education in the Don Wright Faculty of Music at Western University in Canada.
Geir Johansen is professor emeritus of music education and music didactics at the Norwegian Academy of Music, Oslo, Norway.
Panagiotis A. Kanellopoulos serves as associate professor of music education at the University of Thessaly, Volos, Greece.
Patrick Schmidt is professor of music education at Western University, Canada.