Barnes & Noble Women Music Educators Institutions: Pathways Into, Through and Beyond Colleges of Advanced Education (CAEs) Adelaide 1973-1990 at CoolSprings Galleria in Franklin, TN
This thesis concerns music educators' pathways from early-life musical-training contexts, through a Graduate Diploma course at a College of Advanced Education, and into practice as music educators; these three key periods also shaped the data analysis. The methodology employed was life-story research, and methods of data collection comprised interviews of nineteen informants and document study. The conceptual framework combined the notion of contextualising music education pathways as social-learning experiences with Bourdieuian perspective on practices to explore the fields traversed. From analysis of the accounts of the informant's life stories it was found that multiple social-learning experiences across musician and teaching settings provided the practices from which they could reify and construct their professional identity as classroom teachers or instrumental music teachers.
This thesis concerns music educators' pathways from early-life musical-training contexts, through a Graduate Diploma course at a College of Advanced Education, and into practice as music educators; these three key periods also shaped the data analysis. The methodology employed was life-story research, and methods of data collection comprised interviews of nineteen informants and document study. The conceptual framework combined the notion of contextualising music education pathways as social-learning experiences with Bourdieuian perspective on practices to explore the fields traversed. From analysis of the accounts of the informant's life stories it was found that multiple social-learning experiences across musician and teaching settings provided the practices from which they could reify and construct their professional identity as classroom teachers or instrumental music teachers.
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