Using discourse analysis to understand professional music teacher identity

Anne Jordhus-Lier

doi:10.23865/nrme.v2.3025

Abstract

The purpose of this article is to discuss the use of discourse analysis in order to understand music teachers’ professional identities. This is done by elaborating on the theory and methodology of a study on professional identities of music teachers within the Norwegian municipal school of music and performing arts. Theoretical and methodological perspectives, including research design, analysis, results, validity and ethics, are discussed in the article. An argument in favour of discourse analysis is put forward: that it offers focus on the context, complexity and power relations of the field, as well as providing an understanding of how identities are constructed and negotiated. The use of discourse analysis in the study provided analytical tools which challenged taken-for-granted knowledge, discovered binary discursive oppositions, and unmasked power relations. The study found that teachers construct their identities within a contested discursive field where meanings are attached to the work they perform, as well as to the institutions they represent.

Highlights

There have been several studies on teacher identity, and music teacher identity in particular, using various methods of investigation
The aim of this article is not to discuss the results of the research, but in order to be able to discuss the relevance of using discourse analysis to study professional music teacher identity, I will provide a short overview of the analytical findings
By carrying out a discourse analysis based on Laclau and Mouffe’s (2001) discourse theory, I revealed several binary institutional and teacher discourses within the field, as well as six distinct subject positions constructed within these discourses

Summary

Introduction

There have been several studies on teacher identity, and music teacher identity in particular, using various methods of investigation. Anne Jordhus-Lier arts (see Jordhus-Lier, 2018), I argue that using discourse analysis to understand professional music teacher identity is fruitful. It offers an understanding of the field wherein identities are constructed, and of the connection between the field (structure) and the people working within it (agency). It can reveal how meaning is being constructed, which is crucial if taken-for-granted knowledge is to be challenged and potential struggles in the field are to be discovered. I assert that discourse analysis could reveal a richer complexity in music teachers’ identities

Objectives

Results

Discussion

Conclusion