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Positioning as a constant process.: Reproduction of and deviation from gendered power structures in the music classroom.
Royal College of Music in Stockholm, Department of Music Education.ORCID iD: 0000-0001-7945-9794
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper I would like to discuss different ways to understand students’ agency in the music classroom in order to facilitate analysis of both deviation from and reproduction of gendered structures in the music classroom. In order to discuss this, I will present two different discourses available for the individual music teacher to make sense of both deviation from and reproduction of gendered structures within the music classroom. The first of these is derived from a market discourse, promoting an understanding of agency to infinite witch helps explaining deviation from gendered structures. The second one is rather theoretical and is derived primarily from post-structuralist thinkers such as Foucualt, Laclau and Mouffe and are rather pointing towards a rather narrow understanding of agency which is helpful to understand reproduction of gendered structures in the music classroom. I am persuaded that there is a need for a theoretical approach that completes both these tasks. Failing to do so will risk opening a space for two very extreme and unfortunate understandings of agency to gain ground among both scholars and among music teachers. There are many different ways to solve this issue, but I will argue that a combination of theoretical approaches from the fields of positioning theory, discursive psychology and conversation analysis could be helpful. In order to discuss these issues, I will start by using a situation from my own thesis. The theoretical approach is also described in my thesis.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Music education, social justice, gender
National Category
Pedagogy Music
Identifiers
URN: urn:nbn:se:kmh:diva-3407OAI: oai:DiVA.org:kmh-3407DiVA, id: diva2:1393047
Conference
ISPME, The 12th International Symposium on the Philosophy of Music Education, 5–7 June 2019, London Ontario, Canada
Available from: 2020-02-14 Created: 2020-02-14 Last updated: 2020-02-14Bibliographically approved

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