Sammendrag
This article engages with critical discourse analysis to explore how ideological values are represented
in the national guidelines for generalist music teacher education in Norway. These curriculum
documents are understood as part of a selective tradition which serves to naturalize dominating
values in teacher education institutions. The analysis engages with historical and current discourses
of music preferences, values, and philosophies. The authors argue that the national guidelines
largely contribute to upholding a certain school music ideology and a matching community of
music educators. The theoretical thrust is based on writings on curriculum and ideology, hegemony,
naturalization and selective tradition.
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