| dc.description.abstract | The aim of this article is to explore how perspectives from different cultural theories
can inform music education research, more particularly didactic aspects of teaching
and learning music, and predominantly in relation to the institutional framing of
common schooling. In order to rethink music didactics as ‘cultural didactic studies’, the notion of ‘didactic identity’ is put forward and discussed, the term beeing coined on the basis of Lars-Owe Dahlgren’s central didactic identity question. The authors
employ identity as a metaphorical concept: analogous to human subjects’ constructions
of identity, the didactic identities of school subjects are also created and negotiated
by means of, and in relation to, culture, meaning and power. According to this
conception of didactic identity, the school subject music will inevitably be embedded
in discursive negotiations concerned with diverse comprehensions of musical meaning,
much in the same manner as any musical and musico-pedagogical custom. The article
attempts to epitomize the concept of ‘cultural didactic studies’ by distinguishing and deconstructing a certain array of music education binaries, showing how arbitrary
articulations in a temporary network of relations constituting the didactic identity of
music as a school subject come forth as essential, natural and unavoidable categories and connections. Moreover, the aim is to demonstrate how complex, contingent and culturally contextual the didactic identity of the subject of music can be, and, thereby, further to expound and legitimize the versatile concept of didactic identity itself. Finally, an outline of some crucial arguments and premises of cultural didactic studies is suggested along with a few perspectives on how this might be of importance to music teachers and teacher education.
Keywords: music education, didactics, post-structural theory, cultural studies, identity | en_US |
