Abstract
The current issue of Nordic Research in Music Education presents six research articles that in various ways call into question beliefs and established truths within music education, such as perceptions of teacher qualifications for music activities in preschool and primary school, and who institutions select and educate to become music teachers. Furthermore, the articles address how notions of diversity, intercultural music education and genre categorizations influence the construction of content in music education, and what happens when these categories travel between music cultures and their reconstruction as content in the classroom.
Highlights
Hard reality may be one driving force establishing such myths
A constant battle for resources has created a perceived need to justify music education, resulting in advocacy that relies on tropes such as those claiming that music practices are inherently inclusive and embrace diversity
With the purpose of influencing policy, legitimization narratives sometimes occur alongside descriptions of the insufficiencies of music education practices, such as a lack of priority in the curricula or of qualifications in teachers
Summary
Hard reality may be one driving force establishing such myths. A constant battle for resources has created a perceived need to justify music education, resulting in advocacy that relies on tropes such as those claiming that music practices are inherently inclusive and embrace diversity. With the purpose of influencing policy, legitimization narratives sometimes occur alongside descriptions of the insufficiencies of music education practices, such as a lack of priority in the curricula or of qualifications in teachers (see for example Knigge et al, and Nielsen & Karlsen, this issue). In the current issue, we present six research articles that contribute to “myth-busting” in different ways by “examining beliefs” (to paraphrase Eisner) and interrogating established tropes about the current state of music education.
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