Sammendrag
This article explores musical parenting in Norwegian schools of music and
arts. These schools aim to provide extra-curricular activities in music and
other art forms to all children and adolescents regardless of their social
and economic background, but the schools reveal traits of social and
cultural exclusion, serving mainly the children of the middle classes.
Taking this into account, we set out to understand the parents’ role in
relation to music participation and explored different classed
approaches to musical parenting in these schools, borrowing Lareau’s
(2011) notion of concerted cultivation and based on a Bourdieusianinspired
framework. Drawing on 14 qualitative interviews among
parents of music students in schools of music and arts, we found that
they invested time, energy, and money in their child(ren)’s musical
activities in the schools, and as such, we also found traces of concerted
cultivation, and some classed connections to different approaches to
musical parenting.
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