Voer voor specialisten: de macht van het dominante discours in het Nederlandse muziekonderwijs

Onderzoeksoutput: ArticleAcademicpeer review

Uittreksel

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.
Vertaalde titel van de bijdrageVoer voor specialisten: de macht van het dominante discours in het Nederlandse muziekonderwijs
Originele taal-2English
Aantal pagina's22
TijdschriftKulturelle Bildung Online
Volume2018
StatusPublished - 5 nov 2018

Keywords

  • muziek
  • muziekonderwijs
  • discoursanalyse
  • macht
  • basisonderwijs
  • nederland

Citeer dit

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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.",
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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.

Onderzoeksoutput: ArticleAcademicpeer 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.

KW - muziek

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KW - macht

KW - basisonderwijs

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