Masculinity, Class and Music Education Boys Performing Middle-Class
This book offers a provocative sociological examination of masculinity, class and music education within the context of a unique and fascinating culture: the classical musical world of choirboys. The myriad cultural meanings embodied in the ‘boy voice’ ar
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Masculinity, Class and Music Education Boys Performing Middle-Class Masculinities through Music
Clare Hall
Palgrave Studies in Gender and Education
Series Editor Yvette Taylor School of Education University of Strathclyde Glasgow, UK
“This fascinating study of masculinity skillfully brings together class, gender and music to powerfully illuminate practices of distinction-making in classical music. Its insights into the workings of power and masculinity have far-reaching implications that are much wider than the field of education, and merit the attention of all those concerned with inequalities in society.” —Professor Diane Reay, Cambridge University, UK “Whilst researchers have shown that singing and perceptions of singing are divided by gender, few have sought to explain the structural dynamics through which young men accrue privilege within the field. With this book, Hall adds significantly to understanding the processes by which privilege and practice in choir singing, as well as singing more generally, are shaped by gendered, classed and racialised dynamics. This thorough, sociologically-informed analysis is a must-have for any scholar interested in studies of masculinities and singing.” —Dr Sam de Boise, Örebro University, Sweden “This beautifully detailed and insightful study analyses the formation of the choirboy, demonstrating how middle-class identity is both drawn on and reproduced by this tradition. Setting up new directions for the study of gender and music education, it shows how gender in classical music always intersects with classed identities, and will without a doubt become a foundational text in the sociology of classical music.” —Dr Anna Bull, University of Portsmouth, UK
This Series aims to provide a comprehensive space for an increasingly diverse and complex area of interdisciplinary social science research: gender and education. Because the field of women and gender studies is developing rapidly and becoming ‘internationalised’ – as are traditional social science disciplines such as sociology, educational studies, social geography, and so on – there is a greater need for this dynamic, global Series that plots emerging definitions and debates and monitors critical complexities of gender and education. This Series has an explicitly feminist approach and orientation and attends to key theoretical and methodological debates, ensuring a continued conversation and relevance within the well-established, inter-disciplinary field of gender and education. The Series combines renewed and revitalised feminist research methods and theories with emergent and salient public policy issues. These include pre-compulsory and post-compulsory education; ‘early years’ and ‘lifelong’ education; educational (dis)engagements of pupils, students and staff; trajectories and intersectional inequalities including race, class, sexuality, age and disability; policy and practice across educational landscapes; diversity and difference, including institutional (schools, colleges, universities), locational and embodi
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