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ERIC Number: EJ804685
Record Type: Journal
Publication Date: 2007-Nov
Pages: 15
Abstractor: ERIC
Reference Count: 27
ISSN: ISSN-1545-4517
Institutional Belonging, Pedagogic Discourse and Music Teacher Education: The Paradox of Routinization
Froehlich, Hildegard
Action, Criticism, and Theory for Music Education, v6 n3 p7-21 Nov 2007
Knowledge about discrepancies between institutional demands and pedagogical choices creates conflicts that are familiar to most experienced teacher educators. The reasons behind such discrepancies and their philosophical underpinnings have been addressed systematically in several disciplines. With a few notable exceptions, scholarship in music education has not done the same. The author believes it is necessary to articulate to what extent their role as institutional gatekeepers bars them from a truly individualized form of instruction that allows them to reach and teach "anyone" who wishes to learn, a creed more easily paid lip service than acted upon. To her, pointing to and examining professional paradoxes and conflicts are important steps in shedding light on their work as music educators at the collegiate level. Understanding paradoxes and conflicts in their work provides the basis for asking how pedagogical changes can lead to changed behavior and, ultimately, to institutional change. This article looks more closely at the paradox of routinization because of its importance in defining what one means by expert labor or professional work. Andrew Abbott's concepts of (a) expert labor and of (b) the place of routinization within such labor apply directly to what music educators do, both warrant their attention. After a brief description of the place of routinization within Abbott's concept of expert labor in one community of practice, the author discusses ramifications for music teacher training in institutional settings that typically encompass at least two different communities of practice: those of education and of music. (Contains 2 figures and 2 notes.)
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A