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Doing gender beside or in music: Significance of context and discourse in close relationship in the Swedish music classroom

Published online by Cambridge University Press:  04 March 2018

Carina Borgström Källén  and
Monica Lindgren
Carina Borgström Källén
Affiliation:
Academy of Music and Drama, Gothenburg University, Box 210, 405 30 Gothenburg, [email protected]@hsm.gu.se
Monica Lindgren
Affiliation:
Academy of Music and Drama, Gothenburg University, Box 210, 405 30 Gothenburg, [email protected]@hsm.gu.se
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Abstract

This article explores the significance of context and discourse from a gender perspective within three different studies of the Swedish music classroom, conducted in lower secondary school, upper secondary school and higher music education respectively. The theoretical point of departure is that gender performances as well as the music classroom are discursively constructed within a specific context. The result suggests that if discourse and context are directed towards music as identity and skill, gender is performed in music, but if the music classroom is constructed as educational, gender is performed beside music. A conclusion is therefore that the impact of gender in the music classroom has to be understood as a matter of school discourse and school context in close relationship. It is argued that studying the interplay between context and discourse can be a way ahead for understanding the complexity in the relationship between music education and gender.

Type
Research Article
Information
British Journal of Music Education , Volume 35 , Issue 3 , November 2018 , pp. 223 - 235
Copyright
Copyright © Cambridge University Press 2018 

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