Book Review Sociology and Music Education (original) (raw)
Related papers
Musiikkikasvatus 01 2012 vol. 15 55 ociology and Music Education is a collection of essays international in scope, aiming to establish and promote links between music education and various facets of sociological theory. This book is a much-needed addition to sociologically informed literature, and it constitutes a serious effort to employ sociological tools in productive and fruitful ways within the field of music education. With only two exceptions, the authors of this book are all music educators who have decided to delve through the wealth of sociological thought, looking for insights that may be applied to their own field. The book is original, accessible and well grounded. It shows us what are the possible inroads that can be opened when sociological lenses are employed in order to deal with current issues that concern music educators, both within academic and school contexts. It provides a broad and multilevel focus that draws on theoretical and applied research from a variety of international contexts. More specifically, it examines two sets of issues; the first relates to issues of power and control, their function within music education contexts, and their potential as conceptual tools for researching various music education encounters; the second deals with the possibilities for advancing alternative music education practices as a result of a sociologically informed understanding of music, musical experience, music teaching and learning.
Music Education Research Research in the Sociology of Music Education: some introductory concepts
This article presents some key sociological concepts, and examines how such concepts can operate within the sociology of music, focusing on two main areas. One area concerns the organisation of musical activities-the production, distribution and reception of music by a variety of social groups; the other area involves the social construction of musical meaning-what music means, how it takes on its meanings and how those meanings are reproduced, contested and changed. The article then moves on to examine ways in which the issues, principles and procedures identified can inform research in the sociology of music education. Some illustrative examples of existing research are given, and some further topics inviting sociological methodology are suggested.
Exploring the Sociology of Music Education
2014
This is an Open Access article originally published in the journal Action, criticism, & theory for music education. The article can be accessed at the following location: http://act.maydaygroup.org/articles/DyndahlKarlsenWright13\_1.pdf
Book Review–Sociology and Music Education, Ashgate, 2010
The Challenging Path Beyond 'And': Establishing Music Education Sociology The notion that cultural and social "formulations within the educational sphere constitute crucial contents of negotiation and struggle which may have decisive effects on the capacity of society to maintain or transform itself" (Morrow & Torres, 1995, p. 9) comes neither as a surprise nor a revelation to anyone today. The field of music education, however, while often borrowing from sociological thinking, is yet to fully embrace sociological inquiry. The lack of commitment of a relationship kept at armslength, specially in the US, is evidenced in the fact that the music education field has no established journal dedicated to sociological investigation, while coursework in the area is rare and often relegated to "appendix status" within graduate education. Research studies make use of sociological frameworks, but it is not unusual for researchers to "employ" social theory a posteriori-as caulk upon an unfinished or stubbornly nonaligning structure. Rare, is indeed the space in music education studies where sociological dispositions are nascent or play an intrinsic conceptual role within the investigative structure.
What Should One Expect from a Sociology of Music Education
Action, Criticism, and Theory for Music Education, 2023
Based on a review of the recent publication, The Routledge Handbook to Sociology of Music Education, this article seeks to problematize what might be meant by "sociology of music education." Taking a "socio-historical" approach, the article examines the historical trajectory and legacy of sociologically oriented interests in music education. Drawing on intersections between philosophy and sociology, the author emphasizes the difference between the empirical and the normative to argue for greater sociological sensitivity to music education's relationship to the political role of schooling as a state institution.
Sociology of Music Education - Ruth Wright (Ed)
The notion that cultural and social "formulations within the educational sphere constitute crucial contents of negotiation and struggle which may have decisive effects on the capacity of society to maintain or transform itself" (Morrow & Torres, 1995, p. 9) comes neither as a surprise nor a revelation to anyone today. The field of music education, however, while often borrowing from sociological thinking, is yet to fully embrace sociological inquiry. The lack of commitment of a relationship kept at armslength, specially in the US, is evidenced in the fact that the music education field has no established journal dedicated to sociological investigation, while coursework in the area is rare and often relegated to "appendix status" within graduate education. Research studies make use of sociological frameworks, but it is not unusual for researchers to "employ" social theory a posteriori-as caulk upon an unfinished or stubbornly nonaligning structure. Rare, is indeed the space in music education studies where sociological dispositions are nascent or play an intrinsic conceptual role within the investigative structure.