Performing gender when music is, or is not, at stake – a meta-analysis on students’ adaption to discourse
Chapter, Peer reviewed
Permanent lenke
http://hdl.handle.net/11250/2490533Utgivelsesdato
2018Metadata
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- Artikler og bokkapitler [390]
Originalversjon
I: Nordic Research in Music Education. Yearbook Vol. 18 2017, s. 97-116Sammendrag
ABSTRACT -
In this article, a meta-analysis is conducted in order to explore how gender is constructed in relation to music classroom school discourses, in three qualitative studies. Conducting meta-analysis is a way of reflecting on data in new ways, and it is argued that it could be productive in creating new understandings of issues within the field of music education research. Theoretically, all three studies, as well as the reinterpretation, draw on social constructionism and the method is based on qualitative meta-analysis in the social sciences. The result of the analysis indicates that construction of gender is a matter of what is at stake in the music classroom – music or education.
Key words: music education, gender, meta-analysis, discourse
Utgiver
Norges musikkhøgskoleSerie
NMH-publikasjoner;2017:8Nordisk musikkpedagogisk forskning;Årbok 18