Who pays and who plays? Mapping the discourse of publicly funded instrumental music education in Ireland

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dc.contributor.advisor Conway, Paul F. en
dc.contributor.author Deloughry, Ciaran
dc.date.accessioned 2015-11-20T12:36:41Z
dc.date.available 2015-11-20T12:36:41Z
dc.date.issued 2014
dc.date.submitted 2014
dc.identifier.citation Deloughry, C. 2014. Who pays and who plays? Mapping the discourse of publicly funded instrumental music education in Ireland. PhD Thesis, University College Cork. en
dc.identifier.endpage 300
dc.identifier.uri http://hdl.handle.net/10468/2078
dc.description.abstract Instrumental music education is provided as an extra-curricular activity on a fee-paying basis by a small number of Education and Training Boards, formerly Vocational Education Committees (ETB/VECs) through specialist instrumental Music Services. Although all citizens’ taxes fund the public music provision, participation in instrumental music during school-going years is predominantly accessed by middle class families. A series of semistructured interviews sought to access the perceptions and beliefs of instrumental music education practitioners (N=14) in seven publicly-funded music services in Ireland. Canonical dispositions were interrogated and emergent themes were coded and analysed in a process of Grounded theory. The study draws on Foucault’s conception of discourse as a lens with which to map professional practices, and utilises Bourdieu’s analysis of the reproduction of social advantage to examine cultural assumptions, which may serve to privilege middle-class cultural choice to the exclusion of other social groups. Study findings show that within the Music Services, aesthetic and pedagogic discourses of the 19th century Conservatory system exert a hegemonic influence over policy and practice. An enduring ‘examination culture’ located within the Western art music tradition determines pedagogy, musical genre, and assessment procedures. Ideologies of musical taste and value reinforce the more tangible boundaries of fee-payment and restricted availability as barriers to access. Practitioners are aware of a status duality whereby instrumental teachers working as visiting specialists in primary schools experience a conflict between specialist and generalist educational aims. Nevertheless, study participants consistently advocated siting the point of access to instrumental music education in the primary schools as the most equitable means of access to instrumental music education. This study addresses a ‘knowledge gap’ in the sociology of music education in Ireland. It provides a framework for rethinking instrumental music education as equitable in-school musical participation. The conclusions of the study suggest starting-points for further educational research and may provide key ‘prompts’ for curriculum planning. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2014, Ciaran Deloughry. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Instrumental music education en
dc.subject Publicly-funded education provision en
dc.subject Access and participation en
dc.title Who pays and who plays? Mapping the discourse of publicly funded instrumental music education in Ireland en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Education) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor paul.conway@ul.ie
dc.internal.conferring Summer Conferring 2015

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© 2014, Ciaran Deloughry. Except where otherwise noted, this item's license is described as © 2014, Ciaran Deloughry.
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