Policy and the Political Life of Music Education

Schmidt, Patrick; Colwell, Richard

doi:10.1093/acprof:oso/9780190246143.001.0001

Cited by 27 publications

(29 citation statements)

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“…These topics have typically been framed under the umbrellas of social justice, activism, policy, or democracy (see, e.g. Benedict et al 2015;Hess 2019;Schmidt and Colwell 2017). This article will approach the phenomenon of access from a slightly different point of view, exploring the musical content offered in a particular school system in Norwayextracurricular schools of music and performing artsand how these offerings are distributed across the country.…”

Section: Introductionmentioning

confidence: 99%

What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey

Jordhus-Lier

Nielsen

Karlsen

2021

Music Education Research

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This article presents the results of a survey among rectors of schools of music and performing arts in Norway. The aim was to map the schools' offerings in terms of musical genres and related instruments and ensembles, and to determine how the availability of different genres was distributed demographically and geographically. A questionnaire including structured and open-ended questions was sent electronically to all rectors in August 2019 (response rate 58.4%, or 227 out of 389 rectors). The rectors were selected for the survey because they were the ones that had the complete overview of their school's offerings. The data were analysed statistically and qualitatively. The results show that popular music and Western classical music occupy almost equal space in the schools; popular music is slightly more available. Norwegian folk music and other genres have more marginalised positions. The distribution correlates with patterns of social class and local, regional, and assumed cultural-musical identities, but no unequivocal governing logic of access was found. The findings were interpreted against a Bourdieusian-inspired framework that highlights the symbolic meanings of music.

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Section: Introductionmentioning

confidence: 99%

What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey

Jordhus-Lier

Nielsen

Karlsen

2021

Music Education Research

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“…Recent research in music education has offered insights into a more pluralistic understanding of policy (Webster, 2017). For example, Schmidt and Colwell (2017) suggested that "policy can consist of rules and regulations, legitimised because of custom or historical precedent, but it can also consist of ideas, whose adoption and implementation can lead to profound outcomes" (p. 2). Social innovation refers to efforts "to design initiatives in a particular part of societyan organisation, a practice, or an area of activity -that signal a promising path of wider social change even as they meet a pressing need" (Unger, 2015, p. 233).…”

Section: Education Policy Change Examined Through the Concept Of Social Innovation And A Multiple Streams Frameworkmentioning

confidence: 99%

Equity in music education in Finland: A policy window opened through the case of “Figurenotes”

Kivijärvi

Rautiainen²

2021

nrme

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This article illustrates how a social innovation, Figurenotes, has contributed and can contribute, through conceptual change, to the advancement of equity in Basic Education in the Arts (BEA), Finland’s publicly funded system of extracurricular music education. BEA has traditionally been characterised by structures and pedagogical practices–such as the use of Western standard music notation–that influence the accessibility of music studies. The theoretical framework for this interview study consists of change-theoretical concepts: namely, social innovation, multiple streams, and policy windows. The findings are presented at two levels. First, the innovation process of Figurenotes is described to explain social innovation development. Second, three different strands of discourse on the concept of special music education expose the educational policy change generated by this innovation. The findings suggest that the use of Figurenotes has raised awareness of inequity in the institutional agenda and has encouraged this problem to be addressed through the public policy process. The opening of this policy window is critically discussed in relation to the establishment of the field of special music education, and in relation to inclusion and equity policies as well as exclusion.

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“…One might argue that public policy determines—to a certain extent—the relationship of the selves in a society to music. Indeed, such relationships are exposed in recent publications on policy and music education where considerations of social justice (Benedict et al, 2018) and policy participation (Horsley, 2017; Schmidt & Colwell, 2017) are put forward.…”

Section: Defining Policy and Public Policymentioning

confidence: 99%

“…At the same time, there is scope to be more activist by learning how to build campaigns, lobby, and infiltrate committees, as well as respond to political agendas. There are useful publications in this regard, including UK Governmental guidelines on policy making (“Open Policy Making Toolkit”, 2016, updated 2017) as well as authored and edited research volumes (see, for example, Schmidt & Colwell, 2017), although insider knowledge, such as provided by Watt (2018), may facilitate agendas for both researchers and campaign activists. In the UK, the role of All-Party Parliamentary Groups seems to be vital in steering policies.…”

Section: Final Remarksmentioning

confidence: 99%

The Roles of Music in Effecting Change: Considerations about Public Policy

King

2020

Music & Science

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The aim of this article is to consider questions, issues, and debates about music in public policy, a topic that featured in the final session of the Musics, Selves and Societies workshop at the University of Cambridge in June 2018. The first part of this article provides a backdrop by defining key terminology and describing the political environment in relation to music, specifically in the UK. It deciphers the scope of the Department for Digital, Culture, Media and Sport (DCMS) alongside public, professional, and charitable bodies as well as learned societies. The second part highlights three main areas of focus that were identified in the final session of the workshop: considerations about the value of music; considerations about the meaning of music; and considerations about policy-making. Each of these areas are discussed in turn before final remarks are put forward about steps for managing change.

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Policy and the Political Life of Music Education

Cited by 27 publications

References 0 publications

What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey

What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey

Equity in music education in Finland: A policy window opened through the case of “Figurenotes”

The Roles of Music in Effecting Change: Considerations about Public Policy

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