© 2010 – Routledge
Sociology and Music Education addresses a pressing need to provide a sociological foundation for understanding music education. The music education community, academic and professional, has become increasingly aware of the need to locate the issues facing music educators within a broader sociological context. This is required both as a means to deeper understanding of the issues themselves and as a means to raising professional consciousness of the macro issues of power and politics by which education is often constrained. The book outlines some introductory concepts in sociology and music education and then draws together seminal theoretical insights with examples from practice with innovative applications of sociological theory to the field of music education. The editor has taken great care to select an international community of experienced researchers and practitioners as contributors who reflect current trends in the sociology of music education in Europe and the UK. The book concludes with an Afterword by Christopher Small.
'The ongoing changes of the musical landscape and digital devices during the last twenty years have had a huge impact on the musical behaviour and experiences in people's everyday life. The presence of music in all daily life and new ways of communication through social media has also influenced musical teaching and learning. Sociology and Music Education represents a strong body of new knowledge that illuminates several of the key issues in current music education. Consequently, the book is essential reading for all people involved in musical teaching and learning'. Bengt Olsson, University of Gothenburg, Sweden ’Ruth Wright has assembled an impressive list of contributors…a highly engaging and worthwhile addition to the literature which music educators should regard as required reading.’ teachingmusic.org.uk '… A fascinating book… I now feel I have a much clearer understanding of what is going on beneath the surface in the social dynamics which shape the development of music education. …a highly engaging and worthwhile addition to the literature which music educators should regard as required reading. I suspect those, like me, outside academia may want to take this book slowly and carefully - but it is well worth the effort!' Teaching Music 'Of particular importance to less-experienced readers is the overview of social theories in the introductory chapters and the inclusion of such a variety of authors and hard-to-find topics related to music education. A valuable resource in sociology as well as music. Summing Up: Recommended.' Choice 'The first chapter…offers essential information for those new to sociological thought and an apt refresher for those with more familiarity. … Chapter after chapter, Sociology and Music Education captures the reader with insightful and meaningful research.' Journal of Historical Research in Music Education
Contents: Preface; Sociology and music education, Ruth Wright; Research in the sociology of music education: some introductory concepts, Lucy Green; Class, power, culture and the music curriculum, Ruth Wright and Brian Davies; Music education from the perspective of system theory, Geir Johansen; Unpopular music: beliefs and behaviours towards music in education, Alexandra Lamont and Karl Maton; The sociological critique of curriculum music in England: is radical change really possible?, Chris Philpott; Ethnicity and music education: sociological dimensions, David G. Hebert; Towards a sociological perspective on researching children's creative music-making practices: an exercise in self-consciousness, Panagiotis A. Kanellopoulos; Gender identity, musical experience and schooling, Lucy Green; Modernity, identity and musical learning, Geir Johansen; Towards a broader conception of creativity in the music classroom: a case for using EngestrÃ¶m's activity theory as a basis for researching and characterizing group music-making practices, Pamela Burnard and Betty Anne Younker; Revealing musical learning in the informal field, Sidsel Karlsen; Musikdidaktik and sociology, Geir Johansen; Culture, society and music education, Ruth Wright and John Finney; Listening to children: voice, agency and ownership in school musicking, Felicity Laurence; Democracy, social exclusion and music education: possibilities for change, Ruth Wright; Afterword, Christopher Small; Index.
The theme for the series is the psychology of music, broadly defined. Topics include (i) musical development at different ages, (ii) exceptional musical development in the context of special educational needs, (iii) musical cognition and context, (iv) culture, mind and music, (v) micro to macro perspectives on the impact of music on the individual (from neurological studies through to social psychology), (vi) the development of advanced performance skills and (vii) affective perspectives on musical learning. The series presents the implications of research findings for a wide readership, including user-groups (music teachers, policy makers, parents) as well as the international academic and research communities. This expansive embrace, in terms of both subject matter and intended audience (drawing on basic and applied research from across the globe), is the distinguishing feature of the series, and it serves SEMPRE’s distinctive mission, which is to promote and ensure coherent and symbiotic links between education, music and psychology research.