Enter the specialists: the power of dominant discourse in Dutch music education

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this article the work of power through discourse in music education in primary schools in the Netherlands is examined. After introducing the central concepts of culture, practice, discourse, and power, the current dominant musical discourse in the Netherlands is presented as expressed in three nested perspectives: the perspective of music as a specialist domain, the perspective of music as (essentially instrumental) performance, and the perspective of music as Art. Then, a central document in current music educational developments in Dutch primary schools is analyzed. It is demonstrated that specifically the perspectives of music as a specialist domain and (partly) music as (instrumental) performance have a strong presence in the document. The article finishes with calling for more attention to the workings of dominant musical discourse in music pedagogical debates.
Translated title of the contributionVoer voor specialisten: de macht van het dominante discours in het Nederlandse muziekonderwijs
Original languageEnglish
Number of pages22
JournalKulturelle Bildung Online
Volume2018
Publication statusPublished - 5 Nov 2018

Keywords

  • music
  • music education
  • discourse
  • power
  • discourse analysis
  • primary education
  • netherlands

Cite this

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title = "Enter the specialists: the power of dominant discourse in Dutch music education",
abstract = "In this article the work of power through discourse in music education in primary schools in the Netherlands is examined. After introducing the central concepts of culture, practice, discourse, and power, the current dominant musical discourse in the Netherlands is presented as expressed in three nested perspectives: the perspective of music as a specialist domain, the perspective of music as (essentially instrumental) performance, and the perspective of music as Art. Then, a central document in current music educational developments in Dutch primary schools is analyzed. It is demonstrated that specifically the perspectives of music as a specialist domain and (partly) music as (instrumental) performance have a strong presence in the document. The article finishes with calling for more attention to the workings of dominant musical discourse in music pedagogical debates.",
keywords = "muziek, muziekonderwijs, discoursanalyse, macht, basisonderwijs, nederland, music, music education, discourse, power, discourse analysis, primary education, netherlands",
author = "{Bisschop Boele}, Evert",
year = "2018",
month = "11",
day = "5",
language = "English",
volume = "2018",
journal = "Kulturelle Bildung Online",
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}

Enter the specialists : the power of dominant discourse in Dutch music education . / Bisschop Boele, Evert.

In: Kulturelle Bildung Online, Vol. 2018, 05.11.2018.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - In this article the work of power through discourse in music education in primary schools in the Netherlands is examined. After introducing the central concepts of culture, practice, discourse, and power, the current dominant musical discourse in the Netherlands is presented as expressed in three nested perspectives: the perspective of music as a specialist domain, the perspective of music as (essentially instrumental) performance, and the perspective of music as Art. Then, a central document in current music educational developments in Dutch primary schools is analyzed. It is demonstrated that specifically the perspectives of music as a specialist domain and (partly) music as (instrumental) performance have a strong presence in the document. The article finishes with calling for more attention to the workings of dominant musical discourse in music pedagogical debates.

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