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Hard bargaining on the hard drive: gender bias in the music technology classroom.
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- Author(s): Armstrong, Victoria1 (AUTHOR)
- Source:
Gender & Education. Jul2008, Vol. 20 Issue 4, p375-386. 12p.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Drawing on empirical data, this paper examines gender issues around the use of digital technologies for music composition. Increased investment in digital music technologies in music classrooms in the United Kingdom has produced a situation whereby 'composition' has become synonymous with 'music technology suite'. While this has generated much discussion around issues of pedagogy and educational outcomes, there has been less attention paid to the sociological aspects of this digital shift. Consequently, these discussions ignore the socially constructed nature of computers and computer use thereby overlooking the gendered implications of confining composition to digitally mediated processes. By drawing on perspectives from the sociology of science and technology studies (STS), I offer a critical exploration of the processes and practices within the music classroom as they contribute to the gendering of digital technologies, and their impact on pupils' attitudes to composition. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Gender & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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