Where Are the Women? And Other Questions, Asked within an Historical Analysis of Sociology of Music Education Research Publications: Being a Self-Reflective Ethnographic Path

This article presents a meta-analysis of one area of sociological literature in music education: Where are the women and "others"? Where do we raise concerns about social values? Institutional Ethnography provides the basis for the meta-analysis, presented in two historical periods, pre-19...

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Bibliographic Details
Published in:Action, criticism, & theory for music education criticism, & theory for music education, 2014-03, Vol.13 (1), p.188-222
Main Author: Lamb, Roberta
Format: Article
Language:English
Subjects:
Canada
Costa Rica
Educational History
Educational Sociology
Ethnography
Europe
Females
Feminism
Foreign Countries
Gender Bias
Inclusion
Institutional Characteristics
Meta Analysis
Music Education
Racial Bias
Social Bias
Social Justice
Social Theories
Social Values
United States
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Summary:This article presents a meta-analysis of one area of sociological literature in music education: Where are the women and "others"? Where do we raise concerns about social values? Institutional Ethnography provides the basis for the meta-analysis, presented in two historical periods, pre-1960 and 2007-2012. A short story of an actual experience, functioning as a metaphor for this research study, is woven throughout the paper. The work of women who influenced John Dewey's oft-cited oeuvre is summarized. Then we return to music education sociological studies before 1960, Vanett Lawler, and Max Kaplan. "Where are the women?" places misogyny and racism onto the institutional ethnography map. Nine themes appear in the 2007-2012 articles with two becoming much more prevalent than any of the others: social theory and social justice. These two themes are examined within the problematic and the structure of music education's ruling relations. Directions for future sociological research in music education are proposed.
ISSN:1545-4517
1545-4517