Hard bargaining on the hard drive: gender bias in the music technology classroom.

Armstrong, Victoria (2008) Hard bargaining on the hard drive: gender bias in the music technology classroom. Gender & Education, 20 (4). 375 - 386. ISSN 09540253

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Official URL: http://dx.doi.org/10.1080/09540250802190206

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.

Item Type: Journal Article
Uncontrolled Keywords: Composition (Music); Gender; Digital technology; Music — Instruction & study; Computers; Students — Attitudes; Educational technology; Sex discrimination; Social interaction; Social aspects; Great Britain,
Subjects: 000 Computer science, information & general works > 005 Computer programming, programs & data
300 Social sciences > 370 Education
700 The arts; fine & decorative arts; recreation > 780 Music
School/Department: School of Education, Theology and Leadership
Depositing User: Catherine O'Sullivan
Date Deposited: 09 Jul 2012 15:33
Last Modified: 09 Jul 2012 15:33
URI: http://research.stmarys.ac.uk/id/eprint/15

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