ABSTRACT
The Routledge Handbook to Sociology of Music Education is a comprehensive, authoritative and state-of-the-art review of current research in the field. The opening introduction orients the reader to the field, highlights recent developments, and draws together concepts and research methods to be covered. The chapters that follow are written by respected, experienced experts on key issues in their area of specialisation. From separate beginnings in the United States, Europe, and the United Kingdom in the mid-twentieth century, the field of the sociology of music education has and continues to experience rapid and global development. It could be argued that this Handbook marks its coming of age. The Handbook is dedicated to the exclusive and explicit application of sociological constructs and theories to issues such as globalisation, immigration, post-colonialism, inter-generational musicking, socialisation, inclusion, exclusion, hegemony, symbolic violence, and popular culture. Contexts range from formal compulsory schooling to non-formal communal environments to informal music making and listening. The Handbook is aimed at graduate students, researchers and professionals, but will also be a useful text for undergraduate students in music, education, and cultural studies.
TABLE OF CONTENTS
part I|145 pages
Post-structuralism, Globalisation, Internationalisation, Post-colonialism
chapter 1|17 pages
Music education and the colonial project
chapter 3|15 pages
Challenges of the post-colonisation process in Hong Kong Schools
chapter 4|13 pages
Habitual play
chapter 6|11 pages
Nation, memory, and music education in the Republic of Turkey
chapter 7|13 pages
In search of a potentially humanising music education
chapter 9|17 pages
Socio-cultural background and teacher education in Chile
chapter 10|11 pages
Jump up, wine, and wave
part II|160 pages
Capital, Class, Status and Social Reproduction
chapter 13|13 pages
A field divided
chapter 15|13 pages
Doublespeak in higher music education in England
chapter 16|15 pages
Multiple hierarchies as change-innovation strategy
chapter 18|17 pages
Mobilising capitals in the creative industries
chapter 19|13 pages
Curriculum and assessment in the secondary school in England
part III|179 pages
Crossing borders – problematising assumptions