Discourse Analysis in Music Education: A Systematic Review
Saved in:
| Title: | Discourse Analysis in Music Education: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Alvyn Eng, Leonard Tan |
| Source: | Music Education Research. 2026 28(2):156-201. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 46 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Music Education, Discourse Analysis, Educational Research, Research Methodology, Definitions, Language Usage, Psychology, Social Problems, Gender Issues, Context Effect |
| DOI: | 10.1080/14613808.2025.2573104 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | The purpose of this study was to systematically review the literature on discourse analysis in music education. Using methodological guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), our search yielded 6,710 records, of which 121 were selected for full-text analysis. Analysis revealed that music education researchers used 'discourse' to mean: (a) socially constructed knowledge, (b) 'truths', (c) social practice, (d) a way of identity construction, and (e) 'language-in-use' (Gee, James Paul. 2011. "How To Do Discourse Analysis: A Toolkit." London and New York: Routledge, 177). These meanings do not exist in silos but are closely related. 'Discourse analysis' was used to describe a methodology that involves (a) examining language use in social contexts, (b) analysts' interpretation, and (c) the close study of texts. The two most common approaches were Critical Discourse Analysis and Foucauldian discourse analysis. Key topics examined using discourse analysis included broader social issues (e.g. gender, inclusion, and race) and issues and practices related to specific music education contexts (e.g. large ensembles, higher music education, and collaborative music learning). Implications for music education were proffered in light of the findings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505750 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to systematically review the literature on discourse analysis in music education. Using methodological guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), our search yielded 6,710 records, of which 121 were selected for full-text analysis. Analysis revealed that music education researchers used 'discourse' to mean: (a) socially constructed knowledge, (b) 'truths', (c) social practice, (d) a way of identity construction, and (e) 'language-in-use' (Gee, James Paul. 2011. "How To Do Discourse Analysis: A Toolkit." London and New York: Routledge, 177). These meanings do not exist in silos but are closely related. 'Discourse analysis' was used to describe a methodology that involves (a) examining language use in social contexts, (b) analysts' interpretation, and (c) the close study of texts. The two most common approaches were Critical Discourse Analysis and Foucauldian discourse analysis. Key topics examined using discourse analysis included broader social issues (e.g. gender, inclusion, and race) and issues and practices related to specific music education contexts (e.g. large ensembles, higher music education, and collaborative music learning). Implications for music education were proffered in light of the findings. |
|---|---|
| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2025.2573104 |
