Bach, Beethoven, Bourdieu: "Cultural Capital" and the Scholastic Canon in England's A-Level Examinations

Autor/in	Legg, Robert
Titel	Bach, Beethoven, Bourdieu: "Cultural Capital" and the Scholastic Canon in England's A-Level Examinations
Quelle	In: Curriculum Journal, 23 (2012) 2, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.678501
Schlagwörter	Music; Music Education; Foreign Countries; Social Mobility; Higher Education; Social Capital; Cultural Capital; Achievement Tests; Trend Analysis; Evaluators; Females; Musical Composition; Educational History; Secondary School Curriculum; Program Development; National Programs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Ausland; Soziale Mobilität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialkapital; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Trendanalyse; Weibliches Geschlecht; Komponieren; History of education; Bildungsgeschichte; Programmplanung; nicht übertragen
Abstract	This article applies Bourdieu's notion of "cultural capital" to historical, documentary research which investigates the construction of a scholastic canon within England's A-level music examinations. A digest of the ways in which this canon evolved between 1951 and 1986 is presented in support of the idea that examiners' responses to emerging trends in historical musicology were characterised by a high level of caution. An analysis of the examiners' unreceptive approaches to avant-garde works and to music written by women is employed not only to suggest an underlying conservatism within examiners' practice, but also to contend that this scholastic canon is part of a cycle of reproduction which serves to exclude certain groups of students from higher education. Effects of this cycle on social mobility are discussed both in relation to the historical period under investigation and in light of contemporary debates about the prescription of canonic works within secondary school curricula. The article's conclusions challenge the "disinterestedness" of prescription within the curriculum and identify important factors which should be among the foremost considerations of those planning national programmes of study, both in music and beyond. (Contains 2 notes, 3 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10