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Using unprecedented access to the key actors inside the UK Office of Telecommunications (OFTEL) and supporting interviews, this book explores how telecommunications regulation works from the inside.
This book offers a provocative sociological examination of
masculinity, class and music education within the context of a
unique and fascinating culture: the classical musical world of
choirboys. The myriad cultural meanings embodied in the 'boy voice'
are unravelled through compelling musical narratives of young
choirboys, their mothers, and their teachers. The book investigates
how boys negotiate dominant gender-class discourses and the various
pedagogies involved in producing middle-class masculinities during
primary school and early years contexts. Drawing on the theoretical
resources of Bourdieu to develop the concept of 'musical habitus',
the continued symbolic distinction of the choirboy is analysed in
order to better understand how culture is simultaneously reproduced
and evolving through music. This interdisciplinary work at the
juncture of pedagogy and culture will appeal to social science
researchers, educators and arts practitioners interested in the
sociocultural dynamics of music.
Sociological Thinking in Music Education presents new ideas about
music teaching and learning as important social, political,
economic, ecological, and cultural ways of being. At the book's
heart is the intersection between theory and practice where readers
gain glimpses of intriguing social phenomena as lived through music
learning and teaching. The vital roles played by music and music
education in various societies around the world are illustrated
through pivotal intersections between music education and
sociology: community, schooling, and issues of decolonization. In
this book, emerging as well as established scholars mobilize the
links between applied sociology, music, education, and music
education in ways that intersect the scholarly and the personal.
These interdisciplinary vantage points fulfil the book's
overarching aim to move beyond mere descriptions of what is, by
analyzing how social inequalities and inequities, conflict and
control, and power can be understood in and through music teaching
and learning at both individual and collective levels. The result
is not only encountering new ideas regarding the social
construction of music education practices in specific places, but
also seeing and hearing familiar ones in fresh ways. Digital assets
enable readers to meet the authors and the points of their inquiry
via various audiovisual media, including videos, a documentary
music film, and multi-lingual video precis for each chapter in
English as well as in each author's language of origin.
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