Ideology, selective tradition, and naturalization in the music teacher education curriculum
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.
How to Cite
curriculum, ideology, naturalization, selective tradition, cultural diversity
Copyright (c) 2023 Jan Sverre Knudsen, Silje Valde Onsrud
This work is licensed under a Creative Commons Attribution 4.0 International License.