Genre and "Genring" in Music Education

Autor/in	Ellefsen, Live Weider
Titel	Genre and "Genring" in Music Education
Quelle	In: Action, Criticism, and Theory for Music Education, 21 (2022) 1, S.56-79 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Music Education; Classification; Social Influences; Power Structure; Philosophy; Foreign Countries; Secondary Education; Norway + Suchen Sie Ihr Suchwort? Musikerziehung; Classification system; Klassifikation; Klassifikationssystem; Sozialer Einfluss; Philosophie; Ausland; Sekundarbereich; Norwegen
Abstract	In this article, I explore the theoretical and analytical potential of the concept of genring, which here refers to productive acts of temporary interpretation and signification, wherein existing classification systems and genre categories in the social are operationalized and (re)negotiated. Foucault and Butler's theories of discursive subjection serve as a theoretical framework to consider how genring works as a performative mode of action: a discursive, reiterative, and citational practice that establishes ontological effects of truth, reality, and naturalness. This performative mode of action is not a "discursive practice" in itself; rather, it might be understood as one of the ways discourse practices itself. To probe the analytical value of the concept genring, I take as my case the field of music education, where genring seems to be a common strategy for associating music with music, music with people, and people with people for educational purposes. [Note: Page range as provided by the publisher.] (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01