Classed approaches to musical parenting in Norwegian schools of music and arts: findings from interviews with parents of music students
Peer reviewed, Journal article
Published version
Date
2023Metadata
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Original version
Scandinavian Journal of Educational Research. 2023, 1-15. 10.1080/00313831.2023.2275803Abstract
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.
Description
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.