Instrumental music education in Ireland: how subsidiarity and choice can perpetuate structural inequalities

Conaghan, Dorothy

doi:10.1080/03323315.2022.2093255

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…Over the last few decades, development and achievement have peaked in every field in this highly competitive world, as development comprises progressive changes in abilities across the lifespan 1 . Likewise, educational development 2 , particularly musical education and its development, has become more advanced in recent decades 3 . Music education has a large influence and significance, particularly in Asian countries such as China 4 , where it has been practiced since ancient China.…”

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confidence: 99%

Examining students’ music listening willingness and engagement to foster their musical achievement and development in higher educational institutions

Wang,

Huang

2024

Sci Rep

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Drawing upon self-determination theory, this study explores how listening music willingness (LMW) and music engagement (ME) impact musical development and achievement (MDA) via the mediating role of music aesthetic experience (MAE) and music listening behavior (MLB) among 299 university music students in Chinese higher educational institutions (HEIs). Employing structural equation modeling (SEM), the results reveal that LMW significantly influences MLB but not musical development and achievement. ME significantly affects both music aesthetic experience and MDA, with a significant correlation between MLB and MDA. Besides, the relationship between MAE and MDA is positively significant. Mediation analysis reveals that music listening behavior fully mediates the LMW–MDA relationship, while the relationship between ME and MDA is partially mediated by musical aesthetic experience. These findings offer insights for crafting music educational strategies emphasizing positive listening behavior, active engagement, and enriched aesthetic experiences to enhance effectiveness in HEIs. For policymakers particularly in China, understanding the pivotal role of MLB as a mediator between willingness and achievement suggests interventions targeting listening habits can positively influence overall MDA. Furthermore, recognizing the partial mediation by aesthetic experience in the relationship between engagement and MDA suggests programs enhancing musical aesthetic experiences could amplify the impact of music education initiatives.

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Section: Introductionmentioning

confidence: 99%

Examining students’ music listening willingness and engagement to foster their musical achievement and development in higher educational institutions

Wang,

Huang

2024

Sci Rep

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Who has access to a career in Western classical music? Building a tool to evaluate intersectionality in barriers to music education and careers

Trienekens,

Escobar Campos,

Schutte

et al. 2024

Research Studies in Music Education

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This article reflects on the “Hiddenness Index” we developed, implemented, and evaluated for Concertgebouworkest Young (Young), the youth orchestra of the Dutch Royal Concertgebouw Orchestra (Concertgebouworkest) for musicians with “hidden talents.” “Hiddenness” alludes to various barriers that young musicians aspiring to a career in Western classical music may face, due to their social identity and positioning. These barriers may cause their talent to remain underdeveloped, invisible, or undiscovered; that is, “hidden.” We developed the Index in response to Concertgebouworkest’s request for an “evaluation and learning tool.” Informed by intersectionality theory, it is an alternative to quantitative research into arts and culture, which takes a single-axis approach to the explanation of inequality in access to cultural production and participation. The first phase of our design-based research consisted of a theory- and practice-based mapping of the dimensions of “hiddenness.” The outcome was that Geographical, Socio-economic, Family networks, Ethno-cultural, and Confidence-support dimensions should form the basis of the Hiddenness Index, which was constructed as a composite indicator. In the second phase of research, the Index was applied to the backgrounds of Young participants. The evaluation of the Index’s strengths and weaknesses was central to the third phase. Complementing qualitative research, the Index offered a statistical way to evaluate the extent to which Young participants’ talents were hidden and which dimensions of hiddenness were most prevalent at the group level. The Index affirmed and illustrated intersectionality theory, including the way two or more dimensions can compensate or reinforce one another. Through the use of the Index, the Young team gained a better understanding of intersectionality, which enabled them to fine-tune the selection process for future cohorts. The Index helped the team members to check their preconceptions (unconscious bias) and made them more aware of and able to attend to the different needs of individual participants.

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Instrumental music education in Ireland: how subsidiarity and choice can perpetuate structural inequalities

Cited by 2 publications

References 22 publications

Examining students’ music listening willingness and engagement to foster their musical achievement and development in higher educational institutions

Examining students’ music listening willingness and engagement to foster their musical achievement and development in higher educational institutions

Who has access to a career in Western classical music? Building a tool to evaluate intersectionality in barriers to music education and careers

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