Assessing the State of Sociological Theory in Music Education: Uncovering the Epistemic Unconscious

Autor/in	Karlsen, Sidsel
Titel	Assessing the State of Sociological Theory in Music Education: Uncovering the Epistemic Unconscious
Quelle	In: Philosophy of Music Education Review, 29 (2021) 2, S.136-154 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
Schlagwörter	Educational Sociology; Educational Theories; Social Theories; Music Education; Epistemology + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Educational theory; Theory of education; Bildungstheorie; Gesellschaftstheorie; Musikerziehung; Erkenntnistheorie
Abstract	The aim of this article is to analyze and discuss the role that sociological theory plays in music education scholarship. Using books published internationally and explicitly on the topic of the sociology of music education during the recent decade as well as abstracts published in the programs from the 2017 and 2019 International Symposium on the Sociology of Music Education biennial conferences as entryways into this discussion, the questions asked are: What kinds of sociological theory are put to use in this material? Which sociologists or sociological theoreticians seem to be the main contributors in this regard? Which questions are asked by utilizing the approaches in play? In other words, what is sociological theory used for? In order to create a backdrop for the analysis, the article provides brief overviews of some of the similarities and differences between the field of philosophy and that of sociology in general as well as the state of sociological theory within music sociology and cultural sociology. Compared with the latter two scholarly fields, that of music education sociology comes through as one in considerable lack of theory creation, and as more invested in the logic of practice than subscribing to the rules of the scholastic game. It is also predominantly Western-centric. Following Bourdieu, these features are interpreted as conveying some of music education's "epistemic unconscious." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01