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Doing gender beside or in music: Significance of context and discourse in close relationship in the Swedish music classroom

Journal article
Authors Carina Borgström Källén
Monica Lindgren
Published in British Journal of Music Education
Volume 35
Issue 3
Pages 223-235
ISSN 0265-0517
Publication year 2018
Published at Academy of Music and Drama
Pages 223-235
Language en
Links https://doi.org/10.1017/S0265051717...
Subject categories Music education

Abstract

This article explores the significance of context and discourse from a gender perspective within three different studies of the Swedish music classroom, conducted in lower secondary school, upper secondary school and higher music education respectively. The theoretical point of departure is that gender performances as well as the music classroom are discursively constructed within a specific context. The result suggests that if discourse and context are directed towards music as identity and skill, gender is performed in music, but if the music classroom is constructed as educational, gender is performed beside music. A conclusion is therefore that the impact of gender in the music classroom has to be understood as a matter of school discourse and school context in close relationship. It is argued that studying the interplay between context and discourse can be a way ahead for understanding the complexity in the relationship between music education and gender.

Page Manager: Webmaster|Last update: 9/11/2012
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